Abstract:
The purpose of this study is to determine whether gamified grammar activities are more effective
than standard teaching methods at enhancing the grammatical proficiency of English as a Second
Language (ESL). The study, which lasted four weeks, featured 40 Pakistani intermediate-level
ESL students who were split into experimental and control groups. The efficacy of this novel
strategy was demonstrated by quantitative analysis, which showed a significant improvement in
post-test total scores among participants who completed gamified grammar exercises. Moreover,
comparative investigation showed that gamification is a more effective way to improve
grammatical competency than standard teaching techniques. The study's qualitative examination
of the reflexive journals of the participants revealed overwhelmingly positive feedback,
emphasizing enhanced motivation, engagement, and enjoyment when participating in gamified
activities. These results highlight the revolutionary potential of gamification in ESL instruction,
providing a more interesting and successful substitute for traditional learning. This study
advances language instruction by filling a research gap in ESL situations and offering empirical
proof of the advantages of gamified grammar lessons. It highlights how crucial it is to use
cutting-edge pedagogical techniques in order to satisfy the various needs of ESL students and
improve their language learning outcomes. In general, this study supports the inclusion of
gamification in ESL courses as a way to empower students and advance language competency in
multicultural learning environments
