Meeting Diverse Needs: The Role of Digital Gamification to Enhance Students’ Motivation in ESL Mixed-Ability Classrooms

This study explores how gamification enhances students’ motivation to learn English in a mixed-ability classroom. The aim is also to investigate the elements of gamification that can reduce anxiety while promoting engagement, grounded by Krashen’s Affective Filter Hypothesis. A qualitative research design was employed, incorporating semi-structured interviews with five students of mixed achievements and classroom observations of Grade 10 international school students in Kuala Lumpur. The findings also revealed that gamification increases students’ motivation by giving them opportunities to attempt more challenging tasks in order to move to the next level. Thus, a sense of competition is believed to be the most encouraging factor in gamification that enhances students’ engagement in ESL mixed-ability classrooms. However, the study acknowledges limitations, covering the issue of language barriers that impede enjoyment, especially for those who understand limited English.

gamification, student motivation, Krashen’s Affective Filter Hypothesis

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