<![CDATA[This study investigates how the use of a digital game-based tool, Baamboozle, fosters learners’ Willingness to Communicate (WTC) in one-on-one English as a Foreign Language (EFL) tutoring contexts. The study aims to (1) describe the implementation of Baamboozle in individualized EFL instruction and (2) analyze how its consistent use promotes learners’ communicative engagement. A qualitative approach with a retrospective narrative design was employed, drawing on documentation-based reflection. The participants consisted of four EFL learners who received one-on-one, face-to-face tutoring over a one-year period. The data were collected from teaching artifacts, including lesson plans, instructional photographs, screenshots of Baamboozle activities, teacher reflective notes, and student performance records. The data were analyzed through iterative thematic analysis guided by WTC indicators, such as speech initiation, voluntary responses, turn-taking, utterance length, and communicative confidence. The findings revealed four key pedagogical processes that contributed to the development of learners’ WTC: (1) the creation of a low-anxiety communicative environment, (2) the provision of immediate feedback that enhances confidence, (3) the promotion of spontaneous turn-taking through structured interaction, and (4) the development of communicative habits through consistent practice. These results indicate that Baamboozle, when integrated systematically, serves as an effective pedagogical tool rather than merely a game, as it reduces psychological barriers and encourages active participation. The study implies that simple game-based tools can be strategically used to support communicative engagement in individualized learning contexts. In conclusion, the consistent and intentional use of Baamboozle can meaningfully enhance learners’ willingness to communicate in one-on-one EFL instruction.]]>
