GAMIFIED WRITING TASKS AND THEIR IMPACT ON LEARNER MOTIVATION AND TEXT QUALITY
DOI:
https://doi.org/10.5281/zenodo.21874790Ключевые слова:
gamification, writing skills, learner motivation, writing quality, English as a Foreign Language (EFL), B1 level, Self-Determination Theory.Аннотация
This study investigates the impact of gamified writing tasks on the motivation and writing quality of B1-level
English as a Foreign Language (EFL) learners. Grounded in Self-Determination Theory (Deci & Ryan, 2000) and Flow
Theory (Csikszentmihalyi, 1990), the research employed a quasi-experimental pre-test–post-test design involving 64
undergraduate students at Namangan State Institute of Foreign Languages. Participants were divided into an experimental
group (n = 32), which completed writing tasks incorporating gamification elements (points, badges, leaderboards,
narrative challenges, and timed missions), and a control group (n = 32), which completed identical writing tasks using
a conventional instructional approach. Data were collected through a validated Writing Motivation Questionnaire, preand
post-intervention writing samples assessed using an analytic rubric, and semi-structured interviews. The findings
revealed significant improvements in both intrinsic motivation and writing quality among learners in the experimental
group. Qualitative data further indicated increased engagement, reduced writing anxiety, and a greater willingness to
revise written work. The study concludes that gamified writing tasks create a motivating learning environment that supports
measurable improvements in EFL writing performance and provides valuable implications for writing instruction in
technology-enhanced learning environments.
Библиографические ссылки
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