<![CDATA[Gamification has gained attention in English language teaching, but many studies still focus on digital tools and student outcomes. Non-technological gamification remains less discussed, especially from teachers’ perspectives in elementary English classrooms. This study explored English teachers’ perceptions of Point Wall as a non-technological gamification strategy in a national plus elementary school. The study employed a qualitative-dominant descriptive design supported by descriptive quantitative data from five English teachers who had implemented Point Wall. Data were collected through a 30-item Likert-scale questionnaire and semi-structured interviews. The questionnaire responses were analyzed using frequencies to provide descriptive quantitative support, while the interview data were transcribed verbatim and analyzed through qualitative coding and categorization, with triangulation used to strengthen the interpretation of the findings The findings showed positive teacher perceptions across the perceiver, target, and context aspects. Teachers perceived Point Wall as practical for classroom management, reported observing student participation and peer interaction, during its implementation, and perceived the strategy as suitable for existing classroom and school conditions. Based on the teachers’ perceptions and reported observations, this study concludes that Point Wall can serve as a feasible low-tech gamification strategy for elementary English teaching when teachers integrate it with clear routines and classroom goals.]]>
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