The Effect of Gamification on the Grammar Proficiency of Pakistani ESL Learners of Intermediate Level

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