Enhancing ESL Classroom Management and Language Proficiency: A Gamification Approach in Pakistani Universities

Ibtisam Roshin; Shahzeb Shafi; Muhammad Hamzah Masood*

Ibtisam Roshin MS English Linguistics & Literature (Scholar), Department Of English (Graduate Studies), COMSATS University, Islamabad, Capital Territory, Pakistan.
Shahzeb Shafi MPhil English Linguistics (Scholar), Department of English (Graduate Studies), National University of Modern Languages (NUML), H-9/4 Islamabad, Capital Territory, Pakistan.
Muhammad Hamzah Masood* Lecturer (English), Department of Linguistics and Communications (DLC), University of Management and Technology (UMT), Lahore, Punjab, Pakistan.

Abstract

The integration of gamification principles into English as a Second Language (ESL) courses within Pakistani universities is transforming the landscape of classroom management. This qualitative research explores the innovative and engaging use of gamified techniques to enhance ESL classroom management, fostering student motivation, participation, and language proficiency. Within the context of Pakistani higher education, this study investigates the potential of gamification to create a dynamic and immersive learning environment. Through interviews with thirty (30) ESL instructors, it uncovers valuable insights into the effectiveness of gamified approaches in the Pakistani educational landscape. Pakistani universities should utilize gamification to create vibrant, motivating, and highly effective ESL learning environments, thus enhancing language acquisition outcomes, promoting student engagement and participation, and enriching the educational experience for students. By offering evidence-based recommendations, this study empowers ESL instructors and educational policy-makers to leverage gamification as a potent tool for ESL classroom management.

Keywords: Gamification, Classroom management, ESL Courses, Pakistani Universities, student motivation, language proficiency.