Exploring the Potential of Physical Gamification for Meaningful English Language Learning: Evidence from Sound Expedition

Meaningful English language learning requires learners to participate actively in authentic communicative experiences that integrate listening, speaking, collaboration, and purposeful language use. Although gamification has been widely recognised for enhancing learner engagement, existing research has focused predominantly on digital learning environments, leaving the educational potential of physically gamified language learning comparatively underexplored. This study explored the potential of Sound Expedition, a physically gamified English language learning intervention, to facilitate meaningful learning through purposeful movement, authentic communication, and collaborative interaction. A convergent mixed-methods design was employed involving undergraduate students from a Malaysian public university. Quantitative data were collected using matched pre- and post-intervention self-assessment questionnaires measuring learners' self-perceived listening and speaking confidence, while qualitative data were gathered through post-intervention reflective responses. Descriptive statistics and paired sample t tests were used to analyse the quantitative data, whereas qualitative data were analysed using thematic analysis. The quantitative findings revealed modest increases in learners' self-perceived listening and speaking confidence, although the changes were not statistically significant. In contrast, the qualitative findings demonstrated consistently positive perceptions and learning experiences, highlighting purposeful movement, authentic communication, collaborative interaction, vocabulary retrieval, and meaningful engagement as central features of the intervention. Integrating the quantitative and qualitative findings suggests that the educational value of Sound Expedition extends beyond immediate measurable gains in learners' confidence by creating authentic opportunities for learners to communicate in English through physically engaging and collaborative learning experiences. This study contributes to the emerging literature on physical gamification by providing empirical evidence of its potential to support meaningful English language learning and offers practical insights for designing movement-based language learning interventions in higher education.

physical gamification; meaningful English language learning; English language learning; communicative language teaching; embodied learning;

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