DIGITAL GAMIFICATION IN EFL CLASSROOMS: VOCATIONAL SCHOOL STUDENTS’ VOICES
DOI:
https://doi.org/10.22460/eltin.v14i1.p221-230Abstract
Integrating digital gamification into English language teaching has become a powerful trend aimed at enhancing student engagement and motivation in the 21st-century education era. Despite their great potential, many vocational high school students still struggle to organize their ideas, maintain interest, and stay confident when writing argumentative texts. This study aims to describe vocational high school students' perceptions of the application of digital gamification in EFL learning, particularly by examining 1) its influence on students’ motivation and engagement in argumentative writing, 2) its contribution to their cognitive and writing skill development, and 3) the challenges they experience during its implementation. This study uses a qualitative descriptive method involving 34 eleventh-grade accounting major students. Data were collected through open-ended questionnaires and analyzed using thematic analysis. The research results show that the majority of students perceived digital gamification as an engaging approach that increased their motivation, enjoyment, and confidence in writing. However, students identified several challenges, particularly related to technical limitations such as unstable internet connections and device constrains. This result underscores the importance of flexible gamified learning design that balances learning enjoyment with achieving meaningful learning outcomes in the context of vocational education.
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