Using Gamification in Online Language Courses to Enhance Students’ Motivation and Collaboration

Khaydaraliev Yunusali (Arkalyk State Pedagogical Institute named after Ibrai Altynsarin)
Nuraly Orazgeldiuly Otegen (Arkalyk State Pedagogical Institute named after Ibrai Altynsarin)

Gurindam: Jurnal Bahasa dan Sastra
Vol. 6 No. 1 (2026): JUNE

This study looks at what a four-week game plan does to drive & group work in college kids in a web class for English (N = 38). We used scores to see how much kids want to join, like, & try in the class. Kids took the score test before & after the game plan. We got info from the class web site to see how well kids worked in groups. We also talked to six kids & gave them a quiz with open word space. The study saw big jumps in what kids said they felt & how they took part in group work. Tests gave large numbers (Cohen’s d > 0.8) for all three tests for drive. Group work scores (tasks done, chat, & team work) got much better too. Talks with kids showed why games helped: set goals, see how far they went, & feel that group work counts.