Leveraging Gamified Learning for L2 English Learners: Exploring Motivational, Performance, and Metacognitive Effects in a Multilingual Setting
Year: 2024
Type: article
Abstract: This paper explores the potential of gamified learning platforms to enhance motivation, engagement, performance, and metacognitive awareness in General English Learners (L2) within a multilingual setting. The research examines how different gamified elements influence language learner outcomes through the lens of self-regulated learning theory and metacognitive awareness. By analysing existing research and secondary sources, the paper proposes strategies for adapting platforms to cater to diverse language backgrounds and learning styles. Additionally, it investigates the challenges of integrating gamified learning with traditional curriculum and assessment practices. The overall aim is to identify beneficial features of gamified learning for L2 learners and contribute to the development of effective strategies for incorporating gamified learning into L2 English education in a multilingual setting.
Author: Ajith K
Institution: Presidency University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405600207