Abstract

In line with the current educational revolution, numerous high-tech devices have infiltrated the educational systems. Even though it falls under the umbrella of the 21st century, the English language proficiency among many learners is still lagging. There is a doubt that many learners studying English as a Foreign Language face hurdles concerning grammar acquisition. In fact, the inherent nature of grammar has made it difficult to master because of its intricacy, which is why gamification has recently been widely used in English teaching as a teaching method. Thus, the present research work sought to examine the usefulness of games in enhancing grammar among EFL students. To this end, a total of 40 students took part in this research work. They were divided into two groups: an experimental group and a control group. This study has adopted a mixed-method approach for analysing quantitative and qualitative data. It involves analysing quantitative data collected from the pre-test and post-test for grammar proficiency and qualitative data from students’ surveys. In addition, the acquired information was examined using descriptive and inferential statistics, which consisted of two paired and one independent samples t-test. Numerical results exposed that the experimental group did better than the control one, showing a remarkable enhancement in the grammar competencies of EFL learners who engaged in gamified instructional activities in comparison to learners receiving traditional class instruction. Moreover, the investigation placed special emphasis on the improvement of learner participation and engagement alongside their positive attitude towards the learning of grammar.

Key words: EFL students; English teaching; gamification; grammar skills