Gamification In English Language Teaching: Effects On Vocabulary Acquisition Among First-Year Secondary School Students

The principal objective of the research was to evaluate the degree of English vo-cabulary acquisition via gamification among first-grade secondary education stu-dents at a public school in southern Peru. The study utilized a pre-experimental design with a singular study group. The population consisted of 120 students en-rolled at the secondary level of the educational institution, from which 51 first-grade children were selected by non-probabilistic sampling. A written test was utilized for data collection, comprising two components: a pre-test and a post-test, to evaluate English language competence prior to and subsequent to the introduc-tion of gamification. The results demonstrated that in the entrance test, most stu-dents achieved a fundamental level of 61%, however in the exit test, they reached an extraordinary performance level of 73%. Consequently, it was concluded that the integration of gamification in the classroom is effective, since it improved stu-dents' English vocabulary acquisition. In conclusion, gamification elements ap-pear to be successful for integration into the instructional methodologies of lan-guage instructors.