The Effects of Gamification on Adult EFL Learners: Impact on Language Learning and Learners’ Attitudes

Abstract

This study investigates the impact of gamification on adult learners studying English as a foreign language (EFL), with a particular focus on motivation, engagement, and learning behavior across Common European Framework of Reference for Languages (CEFR) levels. Using a mixed-methods approach, quantitative data were collected from 104 adult learners through a structured questionnaire designed to assess their learning preferences, gaming habits, and attitudes toward gamified instruction. In parallel, qualitative data were obtained via semi-structured interviews with six EFL instructors to explore their practical experiences and perceptions of gamification in adult education settings. The results revealed a strong positive response to gamified strategies, particularly among A1 and A2 level learners, who reported increased motivation, reduced classroom anxiety, and greater participation. Teachers also confirmed the effectiveness of gamification, noting its ability to foster engagement and support peer interaction, while acknowledging challenges related to lesson planning, over-competitiveness, and resource constraints. Both datasets emphasized the importance of aligning game-based activities with learning objectives to ensure pedagogical relevance. The findings provide empirical support for the integration of gamified elements into EFL instruction, especially in environments where learner motivation presents a challenge. This study contributes to ongoing discussions about innovation in language pedagogy by highlighting gamification as a practical and learner-centered approach that can enhance the classroom experience for adult EFL learners.