Secondary Public-School Teachers’ Perceptions of Gamification in ESL Instruction: A Qualitative Study

Abstract

This study aimed to explore teachers' perceptions of the efficiency of gamification, which is known to spark students' engagement and result in better learning at secondary schools. Gamification may play an integral role in Pakistan’s education system which includes English as a Second Language (ESL). Using a qualitative research design and phenomenological approach, data was collected via semi-structured interviews with 28 secondary public-school ESL teachers, experienced with gamified instruction. Thematic analysis revealed four themes: 1. Gamification made Learning Fun; 2. Popular Gamification Strategies; 3. Improvement in Student Engagement and Learning Outcomes; and 4. Challenges of Using Gamification in ESL Classrooms. The study recommends that public schools in the country must focus on resource prioritization, teacher professional development support, collaborative planning strategies, and differentiated approaches to cater to students with differing levels of digital tool knowledge.