THE IMPACT OF GAMIFIED LEARNING PLATFORMS ON STUDENT MOTIVATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
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Abstract:
This study theoretically examines the impact of gamified learning platforms on student motivation in teaching English as a Foreign Language (EFL). Drawing on Self-Determination Theory, Constructivism, and Flow Theory, it analyzes how digital tools such as Kahoot! and Quizlet can enhance learner engagement, autonomy, and enjoyment. The paper argues that gamification fosters both intrinsic and extrinsic motivation when applied purposefully within pedagogical frameworks. It also highlights potential challenges, including overreliance on external rewards and insufficient teacher preparation. The study emphasizes the importance of balancing competition with collaboration to promote deep rather than surface learning. This theoretical synthesis provides a conceptual foundation for future empirical research in EFL contexts, particularly within higher education systems such as Uzbekistan.
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