MOSTEFA RAHIEL, Souhilakoriche, Hassiba2025-07-092025-07-092025-06-21http://dspace.univ-temouchent.edu.dz/handle/123456789/6495Gamified learning has emerged as a powerful pedagogical remains largely unexplored especially in parimary education. Recognizing the transformative potential of game-based learning , this study investigates the impact of gamified activities on the motivation and engagement of 4th-level primary school pupils in learning English. The research was conducted as a quasi-experimental study involving 39 pupils from Zaoui Younes Primary school in Siddi Ben Adda, Ain Temouchent.the intervention used a custom-designed educational website, LEARNING LAND, which incorporates a variety of interactive games and songs aligned with curricular goals. The quasi-experimental sessions spanned eight sessions with pupils working in groups using pcs under guided instruction. A mixed-methods approach was adopted ,combining quantitative analysis of performance scores and engagement metrics with qualitative observation . the findings revealed asignificant improvement in both motivation and active participation , as well as a notable enhancement in english language acquisition skills among the participants. Despite limitations such as a relatively short intervention period and the novelty of digital tools for the pupils. the results strongly support the efficacy of gamified learning environment in boosting learner engagement and performance . this research contributes valuable insight into the implementation of gamified strategies in Algerian primary education andunderscores the importanceof integrating digital tools to enrich language learning .enGamified learning, motivation, engagement, primary education, English language,websiteApprentissage ludifié, motivation, engagement, enseignement primaire, langue anglaise, site- webاﻟﺘﻌﻠﻢ ﺑﺎﻷﻟﻌﺎب، اﻟﺪاﻓﻌﯿﺔ، اﻟﺘﻔﺎﻋﻞ، اﻟﺘﻌﻠﯿﻢ اﻻﺑﺘﺪاﺋﻲ، اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ، اﻟﻤﻨﺼﺎت اﻟﺮﻗﻤﯿﺔThesis