Factors and Challenges in Implementing Gamification in English Language Education within the School System
Keywords:
English language teaching, educational inequality, marginalized areas, cultural reproduction, linguistic capitalAbstract
Purpose: This study aimed to explore the key factors and challenges in implementing gamification in English language teaching (ELT) within Iranian educational settings.
Methodology: Employing a qualitative design, the study collected data through semi-structured interviews with 15 English teachers from Ilam Province who had practical experience using gamification. Thematic analysis was applied to identify recurring themes and insights.
Findings: The analysis identified six major factors essential for effective gamification: clear learning objectives, attention to student motivation and individual needs, inclusivity and fairness, meaningful formative assessment and feedback, contextual alignment with institutional and cultural settings, and continuous professional development. Teachers also reported critical challenges, including time constraints, limited resources, inadequate training, difficulties in sustaining engagement, learner diversity, and curricular rigidity.
Conclusion: Gamification holds significant potential to enhance language learning through interactive and engaging experiences, provided it aligns with pedagogical goals and addresses contextual limitations. Professional development, inclusive design, and institutional support are vital to successful implementation.
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