Multidisciplinary Journal of Science and Technology

GAMIFICATION AND LEARNER AUTONOMY: CAN GAME-BASED LEARNING TRANSFORM EFL CLASSROOMS?

Isroilova Mohinur Habib qizi

Keywords: Gamification, Game-Based Learning, Learner Autonomy, Motivation, EFL Classrooms

Abstract

This paper explores the role of gamification and game-based learning in transforming English as a Foreign Language (EFL) classrooms, with a particular focus on fostering learner autonomy and enhancing motivation. Drawing on literature review, classroom observations, and teacher–student feedback, the study reveals that gamified approaches significantly improve learner engagement and participation. Game elements such as points, badges, leaderboards, and digital applications not only make language learning more enjoyable but also encourage students to set personal goals, monitor progress, and practice independently beyond the classroom. The findings highlight that gamification can shift EFL instruction from teacher-centered models to more learner-centered approaches, thereby nurturing autonomy and promoting lifelong learning skills. However, the research also underscores the need for careful design to ensure that game mechanics align with pedagogical objectives. The study concludes that gamification is a promising method for enhancing the quality of English language teaching in contexts like Uzbekistan, where motivation and independent learning are key educational priorities.

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