REIMAGINING UNIVERSITY-LEVEL ELT: INTEGRATING MOBILE APPLICATIONS AND GAMIFICATION TO ENHANCE LEARNER ENGAGEMENT AND AUTONOMY
DOI:
https://doi.org/10.46991/FLSP.2026.26.184Keywords:
Gamification, mobile-assisted language learning (MALL), learner autonomy, student engagement, education technology.Abstract
This quasi-experimental study investigates the impact of integrating mobile applications and gamified learning tasks on student performance and autonomy in English language classrooms at the university level. Conducted over eight weeks with 92 first-year undergraduate students, the study compares traditional instruction methods with technology-enhanced, gamified approaches. Participants were randomly assigned to a control group (46 students), receiving traditional textbook-based instruction, or an experimental group (46 students), utilizing a gamified flipped-classroom model. Findings indicate that the experimental group exhibited significantly higher gains in language proficiency, with a mean improvement of 11.4 points compared to 5.4 in the control group. Furthermore, the experimental group reported a 25% increase in in-class participation and a 30% rise in out-of-class study time. The results support the integration of digital tools and game-based strategies in English Language Teaching (ELT) to foster more autonomous and engaged learners. The study concludes by offering practical recommendations for educators to align digital activities with specific instructional objectives.
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