Few studies have thoroughly examined gamification's effects on integrated language abilities in Teaching English to Young Learners (TEYL), especially at the upper elementary level, even though it has grown in popularity as an interesting teaching strategy. By doing a comprehensive literature analysis of 14 empirical studies published between 2020 and 2025, this study seeks to close that gap by examining the ways in which gamification affects the vocabulary, reading, writing, speaking, and listening development of EFL learners between the ages of 7 and 12. To find current trends, pedagogical methods, and difficulties, the papers were chosen from a variety of geographic contexts and subjected to thematic synthesis analysis. The results show that when gamification is in line with specific learning objectives, it increases learner motivation, encourages active engagement, and improves holistic language development. While infrastructural constraints and teacher preparedness were identified as implementation difficulties, blended gamification and multimodal techniques were shown to be especially successful. By providing useful advice for creating learner-centered gamified instruction, this review advances the subject and makes recommendations for future research and professional development in basic EFL situations.
Iwan Dudy Gunawan (Mon,) studied this question.