<![CDATA[Classroom competition—implemented as individual contests, team tournaments, leaderboard systems, quizzes (e.g., Kahoot!), debates, and competitive team-based learning—remains a widely used pedagogical device in English language teaching. This literature review synthesizes empirical and review evidence (2014–2025) to identify which competitive activities produce positive outcomes for English learning (motivation, engagement, speaking, reading, vocabulary, critical thinking) and under which design constraints they succeed or fail. Findings show: (1) competitive gamified elements (points, quizzes, leaderboards) often boost short-term engagement and attainment when aligned with autonomy-supportive design; (2) poorly-designed extrinsic competition may reduce intrinsic motivation and satisfaction; (3) structured argumentative activities (debates) reliably improve speaking, fluency, and argumentation skills when scaffolded; (4) competitive team-based formats can raise motivation and collaborative skills if tasks emphasize interdependence and clear assessment rubrics. The review closes with practical design guidelines and implications for research (need for longitudinal, cross-cultural, and mixed-methods studies)]]>
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