ISSN: 2226-6348
Open access
This study explores how the implementation of a gamified Task-Based Language Teaching (TBLT) strategy influences students’ engagement and participation in Malaysian secondary English as a Second Language (ESL) classrooms, while also investigating the challenges ESL teachers face when applying this strategy in their classrooms. This study adopts a qualitative research approach, using two data collection instruments: an open-ended survey involving 40 lower secondary ESL students, and semi-structured interviews with five ESL teachers from different schools. These instruments were chosen to capture the students’ experiences and teachers’ perspectives in depth. All the collected data after the implementation of gamified TBLT strategies during three lessons were analysed through thematic analysis, which helps the researcher to systematically identify key themes related to student participation and teacher challenges. The findings reveal that gamified TBLT enhanced student engagement, motivation, confidence, and interaction during English lessons, as evidenced by student reports of increased enthusiasm and teachers’ observations of more active communication. However, teachers also faced challenges related to time constraints, resource limitations, classroom management, and limited practical training. The findings suggest that while gamified TBLT is effective in promoting active student participation, its successful implementation depends on contextual support and teacher readiness. This study provides qualitative evidence supporting the integration of gamification into task-based ESL instruction in secondary school context.
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