I WOOULD USE THAT DICITONAIRY IMPLEMTN POINT SUSTESM
1 POINT FOR EACH WORDS LEARN
EAT COOK FETCH COMPUTER REPIR CAR
2 POINT
TO PUT IN A SENTNCEC
I LIKE BLUE CARS
LIKE TO EAT PORT
3 POINT TO ADD NUMBEROURS WOURD
I TOOK MY BLUE CAR TO GET IT REPAIR AND AFTER THAT
In conclusion, the use of gamification in English Language Teaching demonstrates significant potential to enhance learners’ engagement, motivation, and overall language development. By integrating elements such as points, challenges, rewards, and purposeful feedback, teachers can create dynamic learning environments that encourage sustained participation and meaningful practice. Throughout this module, the insights gained highlight that gamification is most effective when it supports pedagogical goals rather than simply adding entertainment. It promotes autonomy, collaboration, and confidence, especially when activities are designed with clear objectives and opportunities for language interaction.
Looking toward the future, further exploration is needed on how gamification can be adapted to diverse learner profiles, digital platforms, and classroom contexts. Research could also examine long-term effects on vocabulary retention, communicative competence, and learner motivation. As educational technologies continue to evolve, gamification offers promising pathways for innovative ELT practices that combine creativity, evidence-based design, and meaningful learning experiences.