Haiyan Cai & Andrew Jocuns
Abstract
English as a Foreign Language (EFL) learners in EnglishMedium Instruction (EMI) classrooms often face challenges such as linguistic anxiety, unfamiliar instructional practices, and high participation demands. This classroom-based study applied Elliott’s (1991) reflective action research model to investigate how technology-integrated gamified learning supports learners’ motivation and multidimensional engagement in an intensive EMI bridging course at a Sinoforeign university in China. Drawing on Dörnyei’s (2009) L2 Motivational Self System and Fredricks et al.’s (2004) multidimensional engagement framework, a mixed-methods design was employed, including pre- and post-questionnaires, classroom observations, reflective teaching journals, and semi-structured student interviews. Gamified activities, such as Kahoot and Quizizz, were embedded in instruction to promote interaction, participation, and learner autonomy. Descriptive comparisons of questionnaire data showed that students maintained high motivation and engagement, with slight changes reflecting experience-informed judgments. Qualitative findings provided deeper insights into learners’ engagement and experiences, highlighting the practical value of gamified learning compared with non-gamified learning environments. Overall, the study offers implications for designing context-sensitive, motivating, and engaging EMI EFL courses in higher education, and provides recommendations for optimizing future English bridging programs.
Keywords
gamified learning; EMI; EFL motivation; EFL engagement; action research
How to cite (APA)
Cai, H., & Jocuns, A. (2026). Enhancing EFL learners’ motivation and engagement through digital gamified learning in EMI classrooms. ELT Classroom Research Journal, 3(1), 7-28. https://doi.org/10.23350/eltcrj.302
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