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Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020

Gamze Kaya, Hatice Cilsalar Sagnak
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 14
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781683182245|DOI: 10.4018/IJGBL.294010
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MLA

Kaya, Gamze, and Hatice Cilsalar Sagnak. "Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020." IJGBL vol.12, no.1 2022: pp.1-14. http://doi.org/10.4018/IJGBL.294010

APA

Kaya, G. & Sagnak, H. C. (2022). Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020. International Journal of Game-Based Learning (IJGBL), 12(1), 1-14. http://doi.org/10.4018/IJGBL.294010

Chicago

Kaya, Gamze, and Hatice Cilsalar Sagnak. "Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020," International Journal of Game-Based Learning (IJGBL) 12, no.1: 1-14. http://doi.org/10.4018/IJGBL.294010

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Abstract

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

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