Namaki, Poorya

Improving EFL Reading and Writing through Gamification: A Scoping Review

Abstract In the constantly changing landscape of language education, the integration of innovative pedagogical approaches is essential to engage English as a Foreign Language (EFL) learners effectively. One such approach that has gained traction is gamification, which leverages game-based elements to enhance learning experiences. This scoping review delves into the impact of gamification on EFL reading and writing skills, aiming to provide a holistic overview of the existing literature in this domain. The review adopts a rigorous and structured methodology, including the systematic search of databases, rigorous inclusion and exclusion criteria, and a thorough quality assessment of the selected studies. The synthesis of the selected studies reveals several key findings. Gamification has a positive impact on EFL learners' reading comprehension, vocabulary acquisition, and writing proficiency. However, this scoping review also identifies gaps and areas for future research. While the majority of studies report positive outcomes, variations in gamification design and learner characteristics necessitate further investigation to ascertain the most effective strategies. Additionally, the review emphasizes the need for long-term assessments of gamification's sustainability and its impact on learners' intrinsic motivation over time. In summary, this scoping review adds to the expanding body of research on the use of gamification in EFL education, offering educators, researchers, and policymakers valuable insights into the potential of gamification to enhance reading and writing skills among EFL learners. It underscores the importance of carefully designed gamified interventions tailored to specific learner profiles and contexts, opening avenues for more impactful and engaging language education practices. Keywords: Foreign Language Learning; Gamification; Reading; Writing