Beyond Books and Grammar: Turning Language Learning into a Game

The rapid development of information and communication technologies (ICT) has significantly transformed contemporary education. In modern pedagogical practice, the roles of teachers and students have changed considerably. Teachers are no longer regarded as the primary source of knowledge but rather as facilitators who mediate between learners and instructional content, while students have shifted from passive recipients to active participants in the learning process (Pavlina, Ivanjko, & Gorički, 2018).

In response to declining student engagement and increasing academic underperformance (Battin-Pearson et al., 2000; Finn, 1989), blended learning approaches have been widely adopted. Blended learning combines traditional instruction with digital learning environments, improving accessibility and engagement (Bakeer, 2018; Banditvilai, 2016).

More recently, educators have incorporated play-based learning strategies supported by digital technologies. Play is widely recognized as a key component of cognitive development (Piaget, 1962). This has contributed to the emergence of game-based learning and gamification in education (Deterding et al., 2011; Hamari et al., 2014).

Gamification refers to the application of game design elements in non-game contexts and has been widely adopted across various domains (Huotari & Hamari, 2017). In education, it has been shown to increase motivation, engagement, and learner satisfaction (Zarzycka-Piskorz, 2016; Faya Cerqueiro & Martín-Macho Harrison, 2019). Research further suggests its potential in supporting language learning in higher education (Asmalı, 2018; Ivanjko & Grubješić, 2019).

Despite growing interest, the integration of gamification into English for Specific Purposes (ESP) instruction remains underexplored. This study therefore reviews existing literature on gamification in ESP contexts, aiming to identify established findings and research gaps (Hamari et al., 2014; Mayer, 2011).