Wai Yan Htut
Abstract
This Exploratory Action Research project investigates the impact of gamification on students’ motivation in online English classrooms. It was conducted at International House Yangon-Mandalay with the Common European Framework of Reference for Languages (CEFR) B1/B1+ students. The study addresses the low engagement in traditional textbook controlled-practice exercises by replacing them with games to explore learners’ motivation. A mixed-methods approach was used, including questionnaires, interviews, and classroom observations. Initial findings revealed a preference for game activities, with students reporting increased motivation and a preference for pair work in most games. The action stage discovered pre-assigned roles in games and examined whether students’ preferences shifted due to these roles. The action stage’s data showed high student satisfaction with assigned roles and a continued preference for collaborative learning: pair work in vocabulary and group work in grammar. The study observed that role assignments can influence students’ engagement and their perceived comfort with applying vocabulary and grammar, suggesting potential benefits for the learning experience. The findings suggest further studies into English learning across diverse proficiency levels and class modes.
Keywords
gamification; online classroom, system lessons; collaborative learning; learners’ motivation; exploratory action research
How to cite (APA)
Htut, W. Y. (2025). The impact of gamification on students’ motivation toward learning system lessons in online classrooms. ELT Classroom Research Journal, 2(1), 9-26.
Link
https://eltcrj.com/wp-content/uploads/2025/05/ELTCRJv2i1_Htut-1.pdf