Exploring EFL instructors' perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university

Taskara K., Ekmekçi E.

LANGUAGE LEARNING IN HIGHER EDUCATION, vol.14, no.1, pp.155-181, 2024 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 14 Issue: 1
  • Publication Date: 2024
  • Doi Number: 10.1515/cercles-2023-0028
  • Journal Name: LANGUAGE LEARNING IN HIGHER EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Page Numbers: pp.155-181
  • Ondokuz Mayıs University Affiliated: Yes

Abstract

This study explores Turkish Higher Education EFL instructors' perceptions and awareness of 'gamification', along with their practices of integrating it into the classroom. Through in-depth interviews with 6 instructors, the research reveals accurate conceptual understanding and alignment between instructors' knowledge and actual gamification practices. The findings highlight positive attitudes tow1ards gamification, supporting its application across education levels and language skills, despite potential time and curriculum constraints. The study suggests valuable insights for curriculum developers and educators regarding the applicability and effectiveness of gamification in L2 teaching.