Abstract
This study explores the attitudes of Grade 8 English as a Second Language (ESL) learners toward
gamification in enhancing reading comprehension. Using a qualitative descriptive research design, data were gathered through semi-structured interviews with selected learners who experienced gamified reading activities in their English classes. The study investigated learners’ attitudes, experiences, and perceptions regarding gamified instruction and its influence on engagement, confidence, and reading comprehension. Thematic analysis was employed to interpret the data.
Findings reveal that learners generally hold positive attitudes toward gamified reading activities, describing them as enjoyable, interactive, and motivating. Gamification was found to increase learner engagement, improve comprehension, and enhance confidence in reading tasks. Participants also reported that game-based elements such as rewards, competition, and interactive tasks made reading more meaningful and less stressful. However, challenges such as distractions, technical issues, vocabulary difficulties, and over-competition were also identified.
The study concludes that gamification is an effective instructional approach in ESL reading comprehension, particularly in enhancing motivation and learner engagement. However, it should be implemented with balance and proper instructional design to address its limitations. The findings contribute to the growing body of literature on learner-centered strategies in ESL education.
