IMPROVING ENGLISH LANGUAGE KEY COMPETENCIES IN HIGH SCHOOL STUDENTS THROUGH GAMIFICATION: A METHODOLOGICAL APPROACH
Abstract
In the context of modern educational reforms, the development of key competencies has become a central goal of foreign language instruction in secondary schools. This study explores the effectiveness of gamification as a methodological tool for enhancing English language learning and competency development among 10th–11th grade students. Using a quasi-experimental design, the study compared the outcomes of a control group taught through traditional methods with those of an experimental group exposed to gamified instruction using digital platforms such as Kahoot, Quizizz, and Duolingo. The results indicated that students in the gamified group demonstrated higher levels of motivation, engagement, and improvement in communicative competence, collaboration, and digital literacy. Observations and student feedback further supported the conclusion that gamification creates an interactive and student-centered environment that fosters deeper learning. The study concludes that gamification, when integrated effectively into the curriculum, can serve as a powerful approach to support the development of both language skills and broader 21st-century competencies.Keywords
Gamification, English language learning, key competencies, high school students, communicative competence, digital tools, motivation, interactive learning.
References
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