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BALANCING PLAY AND PEDAGOGY: OVERCOMING BARRIERS TO

GAMIFICATION IN ENGLISH LANGUAGE TEACHING

Author: Bekmurodov Jahongir Bahodir o‘g‘li
1
Affiliation: Shahrisabz davlat pedagogika instituti assisent o‘qituvchisi
1
DOI: https://doi.org/10.5281/zenodo.15182510

ABSTRACT

This study examines gamification's impact on English Language Teaching (ELT), focusing on
pedagogical alignment, classroom management, and psychosocial strategies. Results
indicate game mechanics, adaptive challenges , and cooperative frameworks enhance
engagement and language acquisition. Intentional design balancing play and rigor is crucial
for effective ELT outcomes.

Keywords: Gamification, ELT, Adaptive Challenges, Classroom Management, Psychosocial
Strategies, Game Mechanics, Cooperative Frameworks, Stealth Assessment.

INTRODUCTION
Gamification, defined as the incorporation of game mechanics and dynamics
into educational settings, has emerged as a powerful tool in the realm of English
Language Teaching (ELT) (Pérez & Masegosa, 2020). Its growing popularity stems
from its ability to significantly boost student engagement, foster intrinsic motivation,
and promote active learning practices. However, the integration of gamification into
ELT is frequently obstructed by a variety of challenges that span pedagogical,
logistical, technological, and psychosocial domains (Palomino, 2023) (Neupane, 2015).
This paper delves into these obstacles, offering a comprehensive analysis and
proposing strategic approaches to effectively align gamification with rigorous
language instruction. The goal is to ensure that playful elements enhance, rather
than detract from, educational outcomes.
At the core of gamification lies a critical tension between the concepts of "play"
and "pedagogy." (Inchamnan et al., 2022) (Cecchin, 2013) While the incorporation of
game-like elements can transform language learning into a more dynamic and
engaging experience, there is a significant risk that the focus may shift towards
entertainment at the expense of essential skill acquisition (Li et al., 2022) (Pushkina &
Krivoshlykova, 2022). This paper systematically categorizes the challenges associated
with gamification into four distinct domains: pedagogical challenges that pertain to
instructional design and teaching methodologies; classroom management issues
that arise from maintaining order and focus during gamified activities; technological
barriers related to the tools and platforms utilized for gamification; and psychological
or social challenges that encompass student attitudes, peer interactions, and
motivation levels.
In addressing these barriers, the paper explores actionable solutions aimed at
creating balanced, inclusive, and effective gamified learning environments. By 248
examining best practices and providing concrete examples, it emphasizes the

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