Teachers’ perceptions of gamification in ELT as a strategy for enhancing the bilingual learning environment

Abstract

This qualitative study explores the perceptions of English language teachers regarding the integration of gamification as a strategy to enhance the bilingual learning environment in two Colombian public schools located in Sahagún, Córdoba. While gamification is gaining recognition as a promising pedagogical approach to boost student motivation and engagement, its widespread implementation in public schools is hindered by significant challenges related to technology, infrastructure, teacher training, and beliefs about linguistic diversity. Despite international research highlighting teachers' positive attitudes and the effectiveness of gamification, there remains a notable research gap concerning teachers' perceptions and practices in the Colombian public school context. Drawing on theoretical frameworks of gamification in English Language Teaching (ELT) and the importance of fostering supportive bilingual learning environments, this research seeks to address this gap. The study employs a qualitative-oriented approach designed to first identify the general perceptions of English language teachers regarding the implementation of gamification as a pedagogical strategy. Subsequently, it analyzes how these perceptions of the impact and role of gamification in ELT influence teachers' pedagogical decisions regarding the incorporation and use of gamified activities in their teaching practices. Ultimately, this research contributes a vital framework to the academic field, providing insights that can help educators transform classroom practices, making English language learning more dynamic, inclusive, and relevant for students in public education.