Incorporating gamification into blended CALL models: language proficiency, motivation, and engagement in EFL learners

While there is increasing interest in innovative teaching methods to enhance language proficiency, motivation, and engagement among English as a Foreign Language (EFL) learners, a comprehensive understanding of the role of gamification in blended Computer-assisted Language Learning (CALL) environments remains elusive in Iran. This study explored how incorporating gamification into a blended CALL model affects EFL learners’ language proficiency, motivation, and engagement. The study employed a mixed methods approach, gathering quantitative data via pre- and post-tests, while also collecting qualitative insights through interviews and classroom observations to better understand learner experiences. Sixty EFL students took part in the study, with participants randomly assigned to either an experimental group (EG) consisting of 30 students, who engaged in gamified activities such as points, leaderboards, badges, and quests, or a control group (CG), also comprising 30 students, who received traditional instruction. Quantitative analysis through ANCOVA revealed that the EG outperformed the CG in terms of improvements in language proficiency, motivation, and engagement. The findings, supported by interview and observational evidence, revealed that students in the EG exhibited heightened enthusiasm, a more robust sense of competition, and enhanced collaboration. These findings indicate that gamification serves as an effective approach to enhance learner motivation and engagement, which in turn leads to improved language skills.