Effects of gamification on EFL learning: a quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates

Background: In foreign language education, educators struggle with declining student engagement as traditional EFL teaching, relying on passive lectures and dull materials, hampers proficiency and dampens passion. Gamification has emerged as a potential solution. This quasi-experimental study, based on the broaden-and-build theory, examined the effects of gamification on reading proficiency and foreign language learning enjoyment (FLLE) among Chinese undergraduates studying English as a foreign language (EFL). Methods: Data were collected from 220 first-year undergraduates at a Chinese university through reading assessments and the Chinese Foreign Language Enjoyment Scale, supplemented by interviews with nine participants picked from the first-year undergraduates. Results: The findings revealed a significant increase in gamification's benefits for EFL reading proficiency. FLLE's private dimension, tied to personal enjoyment, was crucial. Additionally, gamified settings improved focus, teamwork, and communication. Discussion: This study supports integrating gamification to boost engagement and outcomes. However, the study was limited to a specific context and duration. Therefore, future studies should identify key gamification elements and their long-term impact.