Abstract
In response to growing concerns about reading difficulties among junior high school learners, educators are exploring innovative strategies to enhance student engagement and reading outcomes. One such strategy is gamification, which incorporates game-like elements to make learning more interactive and enjoyable. Despite its popularity in general education, there is limited research on how teachers actually experience and implement gamification in reading remediation settings. This study addressed the question: What are the lived experiences of English teachers using gamification for struggling readers? Using transcendental phenomenology, this qualitative study explores the lived experiences of five junior high school English teachers from a public high school who have incorporated gamification into their reading remediation classes. Data are gathered through structured interviews, document analysis, and teachers' journals, then analyzed following Moustakas' phenomenological method. Five (5) primary themes emerged: (1) enhanced student engagement, (2) encouraged active and meaningful learning, (3) teachers faced limited resources, (4) required the teachers' creativity, and (5) flexibility and enhanced classroom interaction. Teachers report improved participation and confidence among struggling readers when gamification is applied effectively. This study highlights the transformative potential of gamified reading strategies and recommends greater institutional support and training to optimize their use in remedial instruction.
