TEACHERS’ PERSPECTIVES ON GAMIFIED ENGLISH LANGUAGE TEACHING

Abstract

This study investigates English as a Foreign Language (EFL) teachers' perspectives on the integration of gamified activities into language classrooms. Utilizing a quantitative survey methodology with 37 active language practitioners, the research explores how gamification influences student engagement, participation, and vocabulary retention, while simultaneously addressing the administrative and technical barriers faced by educators. The pilot study findings reveal a complex landscape: while a substantial portion of teachers recognize the value of gamified activities for motivation, critical issues surrounding implementation strain exist.       Specifically, 29.7% of educators find that gamified lessons require significant additional preparation time, and 21.6% report that tech-infrastructure limitations directly hinder pedagogical effectiveness. Quiz-based platforms like Kahoot!, Quizizz, and Quizlet emerged as the most preferred digital tools due to their interactive structures. The paper concludes with explicit pedagogical implications and structural recommendations for educational institutions to mitigate technical bottlenecks and optimize lesson planning workloads.