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All Journal EDULITE: Journal of English Education, Literature and Culture Proceeding of International Conference Health, Science And Technology (ICOHETECH)
Nahla Hilyatul Karima
Universitas Duta Bangsa Surakarta
Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Industrial & Manufacturing Engineering Medicine & Pharmacology

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Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Abdul Ayiz; Arif Suryo Priyatmojo; Zanuwar Hakim Atmantika; Ahmad Tauchid; Nahla Hilyatul Karima
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.166-185

Abstract

English proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation.
LANGUAGE AS RESISTANCE: ILLOCUTIONARY ACTS IN CONSTRUCTING POWER AND HOPE IN THE SHAWSHANK REDEMPTION Nahla Hilyatul Karima; Denia Amaral; Nurussyfa Luthfia Kholifah; Abdul Ayiz
Proceeding of the International Conference Health, Science And Technology (ICOHETECH) 2026: Proceeding of the 7th International Conference Health, Science And Technology (ICOHETECH)
Publisher : LPPM Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/f8bc7059

Abstract

Language serves not only as a medium of communicationbut also as a powerful social instrument through whichindividuals negotiate authority, express resistance, andconstruct hope. Within cinematic discourse, illocutionaryacts provide valuable insights into how characters employlanguage to achieve interpersonal and ideological goals.This study investigates how illocutionary acts constructresistance, institutional power, and hope in The ShawshankRedemption. Employing a qualitative descriptive design, thestudy analyzed 67 utterances produced by the two maincharacters, Andy Dufresne and Ellis "Red" Redding. Thedata were collected through repeated observation of thefilm, transcription of dialogues, and classification based onSearle's (1979) taxonomy of illocutionary acts. The findingsreveal that all five categories of illocutionary acts arepresent in the characters' interactions, with assertive actsemerging as the most dominant, followed by directives,expressives, commissives, and declaratives. Beyond theirlinguistic classifications, these speech acts perform broaderpragmatic functions. Assertive acts function as acts ofresistance by challenging institutional oppression andaffirming personal convictions, while directive actsnegotiate interpersonal and institutional power within theprison environment. Commissive and expressive actscontribute to the construction of hope by reinforcingsolidarity, trust, and future aspirations among thecharacters. These findings demonstrate that language inthe film extends beyond information exchange, functioningas a strategic resource for preserving identity, resistingdomination, and sustaining psychological resilience. Thestudy contributes to pragmatic scholarship by extendingspeech act theory from descriptive categorization toward adiscourse-oriented interpretation of language as socialaction, while also highlighting the pedagogical value of film dialogue for developing learners' pragmatic competence inEnglish language education.
Co-Authors Abdul Ayiz Ahmad Tauchid Arif Suryo Priyatmojo Denia Amaral Nurussyfa Luthfia Kholifah Zanuwar Hakim Atmantika