GAMIFICATION TO IMPROVE ORAL
COMMUNICATION IN ENGLISH LEARNERS:
A SYSTEMATIC LITERATURE REVIEW
SERUM VITAMIN D LEVELS AND THEIR
RELATIONSHIP WITH THE DEGREE OF BONE
COMMINUTION IN PATIENTS WITH HIP FRACTURES
Luis Stiven Ponce Anchundia
Universidad Tecnica de Manabi, Ecuador
Carlos Humberto Chancay Cedeño
Universidad Tecnica de Manabi, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i6.15332
Gamification to Improve oral Communication in English Learners: A
Systematic Literature Review
Luis Stiven Ponce Anchundia1
stiven.ponce@utm.edu.ec
https://orcid.org/0009-0008-3683-8020
Universidad Técnica de Manabí
Ecuador
Carlos Humberto Chancay Cedeño
carlos.chancay@utm.edu.ec
https://orcid.org/0000-0001-9505-2791
Universidad Técnica de Manabí
Ecuador
ABSTRACT
This systematic review explores the effectiveness of gamification in enhancing oral communication
skills among English language learners. Employing the PRISMA framework, 50 studies published
between 2019 and 2023 were analyzed to address the research question: "To What extent does
gamification foster students’ oral communication?". Findings suggest that gamification positively
impacts oral communication by increasing student motivation, fostering engagement, and reducing
anxiety during speaking activities. Key factors contributing to these outcomes include the strategic use
of game elements, collaborative learning tasks, and interactive learning environments. However,
challenges such as the need for teacher training and the variability of gamification's effectiveness across
different educational contexts were also identified.
Keywords: gamification, oral communication, english learners, motivation
1
Autor principal
Correspondencia: stiven.ponce@utm.edu.ec
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Gamificación para Mejorar la Comunicación Oral en los Estudiantes de
Inglés: Revisión Sistemática de la Literatura
RESUMEN
Esta revisión sistemática explora la efectividad de la gamificación en el desarrollo de habilidades de
comunicación oral entre los estudiantes de inglés. Se empleando el método PRISMA, analizando 50
estudios publicados entre 2019 y 2023 para abordar la pregunta de investigación "¿Hasta qué punto la
gamificación fomenta la comunicación oral de los estudiantes?". Los resultados sugieren que la
gamificación impacta positivamente en la comunicación oral al aumentar la motivación de los
estudiantes, fomentar la participación y reducir la ansiedad durante las actividades de expresión oral.
Los factores clave que contribuyen a estos resultados incluyen el uso estratégico de elementos de juego,
las tareas de aprendizaje colaborativo y los entornos de aprendizaje interactivos. Sin embargo, también
se identificaron desafíos, como la necesidad de formación docente y la variabilidad en la efectividad de
la gamificación en diferentes contextos educativos.
Palabras claves: gamificación, comunicación oral, estudiantes de inglés, motivación
Artículo recibido 18 octubre 2024
Aceptado para publicación: 22 noviembre 2024
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INTRODUCTION
Mastering oral communication in English is a fundamental skill for navigating a globalised world.
However, for many students, developing this competence can be challenging. In this context,
gamification emerges as an innovative pedagogical strategy with the potential to transform English
learning, particularly oral communication.
Gamification is defined as the application of game elements in non-game contexts to motivate
participants and foster learning (Deterding, 2011). This methodology integrates elements such as points,
badges, leaderboards, and narratives to create an engaging and challenging environment that stimulates
active student participation (Hamari et al., 2014).
Various studies support the effectiveness of gamification in improving English learning in general
(Seaborn & Spieler, 2015; Kiili et al., 2017). Research in the specific area of oral communication has
shown promising results. For example, a study conducted by Vergara and Nielsen (2023) demonstrated
that the implementation of gamified educational material had a positive impact on the development of
oral English skills in early childhood.
Other studies, such as López-Miguel and Jaramillo-Botero (2020), have found that gamification fosters
motivation, engagement, and oral fluency in university English students. In this sense, gamification not
only promotes language practice but also creates a positive and stimulating learning environment that
reduces anxiety and increases students' confidence (Ferreira et al., 2018).
In short, gamification is a valuable pedagogical tool for enhancing oral communication in English
learning. Its ability to motivate, engage, and create a positive learning environment makes it a promising
strategy for developing this fundamental linguistic competence.
Oral performance becomes the main obstacle to the success of language learning. Many learners
struggle to speak skilfully in a foreign language due to the fear of making mistakes. Sometimes, this is
caused by poor vocabulary, which leads to difficulties for learners in mastering the language.
The problem with this research lies in learners' inability to speak fluently. To address this problem, the
current research checks gamification to foster oral production and the pleasure of speaking. To achieve
this goal, the current research looks to answer the question of to what extent gamification fosters
students' oral communication.
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METHOD
To conduct this systematic review, the researcher followed the PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-Analyses) guidelines method. An exhaustive and replicable search
strategy was designed, consulting electronic databases such as Scielo, Scopus, and Science Direct. The
search terms included combinations of keywords specific to the study topic and related terms to
maximize the sensitivity of the search. Additionally, reference lists of selected articles were reviewed
to identify additional relevant studies that might have been missed in the initial search.
Study Selection
The study selection process involved four stages: identification, screening, eligibility, and inclusion.
Initially, 1037 studies were identified, out of which 50 met the eligibility criteria and were included in
the final review. It was carried out in two stages. In the first stage, duplicates were removed, and titles
as well as abstracts of the retrieved studies were screened to exclude those not meeting the predefined
inclusion criteria. The inclusion criteria were:
▪ Studies addressing the specific topic of the review.
▪ Articles published in peer-reviewed journals.
▪ Studies available in English or Spanish.
▪ Articles published in the last five years (2019, 2020, 2021, 2022, 2023).
▪ Open access articles
In the second stage, the full texts of potentially relevant studies were reviewed to confirm their
eligibility. Firstly, the author evaluated each study to identify the most relevant aspects. Finally, two
external revisors were required to check if the inclusion criteria established were correctly applied.
Data Extraction
Relevant data from each included study were extracted using a standardised data extraction form.
Extracted data included:
▪ Information about the authors and year of publication.
▪ Study design.
▪ Characteristics of the studied population.
▪ Description of interventions and comparators.
▪ Main outcomes and outcome measures used.
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Synthesis of Results
The results of the selected studies were synthesised narratively, and where possible, a meta-analysis
was conducted.
Characteristics of Included Studies
The review included 50 studies that focused on the implementation of gamified strategies in various
educational contexts, primarily in higher education and secondary education. The studies varied in
design, ranging from quasi-experimental studies to case studies.
PRISMA Reporting
Finally, the results were presented following the PRISMA flow diagram, detailing the study selection
process from initial identification to final inclusion. A table summarizing the characteristics of the
included studies and their main findings was provided, ensuring the systematic review's transparency
and reproducibility.
Figure 1. Flow Diagram
Source: Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny
app. Campbell Systematic Reviews, p. 18, e1230. https://doi.org/10.1002/cl2.1230
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Impact of Gamification on Oral Communication
Most studies reported significant improvements in students’ motivation, which in turn facilitated the
practice of oral English skills. Gamification created a more interactive learning environment, reducing
students' anxiety about speaking in public and encouraging active participation.
The teacher’s role
The interaction between the teacher and the learner, who both participate in the process of acquiring a
word to build knowledge, is crucial. Knowledge construction is not solely the responsibility of the
learners; the teacher’s role is very dynamic as they prepare suitable activities and conduct evaluations
to verify the effectiveness of these activities.
Classroom interaction is undeniably a crucial teaching and learning tool that promotes acquisition
through engagement. Self-facilitation techniques empower learners to pursue their communicative
goals and adopt effective strategies for knowledge acquisition. Additionally, the teacher continues to
oversee the tasks.
Class activities
Reading aloud, regular practice and technological tools are some of the resources that offer effective
activities for developing speaking skills. Hypermedia resources encourage learners to acquire
vocabulary. In the context of autonomous vocabulary learning, the teacher's role transforms into that of
a facilitator. This does not mean that teachers become passive in the learning process; they still fulfil
various roles. Teachers can provide pertinent vocabulary tasks and assess and teach strategies that
enhance retention and pronunciation. Teachers need to promote independent learning, as it greatly
benefits their students. They should also instruct on strategies for independent speaking practice.
Comprehensive vocabulary learning strategies require more time but ensure better retention and ease of
recall. Moreover, the teacher is responsible for fostering the student's ability to learn independently by
designing engaging activities, creating a positive environment, providing a language context, and
instilling a desire to learn and explore (Haddad, 2016).
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Gamification
Gamification refers to the incorporation of typical game elements into various non-game contexts. This
methodology originates from computer science and serious games, providing effective design principles
that can be applied to educational activities. It also enables the creation of engaging tasks that fulfil
needs critical for developing intrinsic motivation. Gamification includes several components (rules,
content, aesthetics, mechanics, etc.) that, when integrated into educational activities, can enhance the
user experience and promote learning through enjoyment and satisfaction (Cattoni et al., 2019).
The term "gamification" has its roots in the digital media gaming industry. It was first introduced in
2008 but didn't become widely recognised until the second half of 2010. Other similar terms like "games
of productivity," "surveillance entertainment," "playful design," "behavioural games," "game layer,"
and "applied games" are still used, and new ones continue to appear. However, "gamification" has
become the most well-known and accepted term (Deterding et al., 2011).
Social game design typically emphasises various forms of competition and collaboration. Game design
is centered on achievement and challenge and focuses on overcoming obstacles, making progress,
earning rewards, and fostering a sense of competence. In gamification that is based on success and
challenges, the most frequently utilised mechanisms include points, challenges, rankings, levels, and
badges (Legaki et al., 2020).
Csikszentmihalyi (1991) proposed that game-based online activities should have several key
characteristics:
Clearly Defined Objectives with Manageable Rules. This includes having clear overall goals for the
game as well as intermediate objectives.
Adjust Opportunities for Action to Learners' Capacities (Autonomy). Learners should feel a sense
of control over their actions in the game, which enhances their sense of autonomy.
Provide Clear Information on Performance (Feedback). Players should receive timely and
appropriate feedback to understand how they are coping with the challenges.
Eliminate Distractions and Facilitate Concentration. Gamification should create an engaging
environment that minimises distractions and encourages concentration. Activities should be stimulating
and motivate learners to continue through the use of points, levels, and badges.
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Gamification tools
Currently, there are many tools to provide a gamification-based learning experience. Here are some:
(Freeman, 2021)
Book Widgets is a gamification software designed for educators at all levels, including primary school
teachers, middle or high school teachers, university professors, and professional trainers. It offers over
40 templates for digital exercises that are compatible with smartphones, tablets, and computers. The
platform features a quick, effective, and user-friendly rating system that provides feedback to both
learners and teachers, helping to identify problem areas and highlight where learners may need
additional support.
Duolingo is a free linguistics gamification online application offering more than 94 language courses.
It has over 500 million users worldwide. The Duolingo app for schoolteachers and students provides a
fun and engaging way to teach languages, featuring personalised and self-paced homework.
Genially is a platform designed to gamify presentations, making them interactive and enjoyable. It
enhances the learning experience by allowing the import of any presentation and by offering rich
animations and gamification elements for various activities, such as quizzes and escape rooms filled
with interactivity. Additionally, genially provides a wide range of templates that enable quick and easy
integration of existing content, allowing users to become operational swiftly. Parents can also view
class activities and grades to support their children's progress.
Kahoot supports various learning environments, including school, work, and home. It is used by more
than a million players annually across over 200 countries. Kahoot creates a game show-like
environment to encourage learning, making it particularly useful in schools for testing vocabulary,
multiplication, and basic geography.
Wordwall is a platform that enables teachers to create simple and engaging activities for their classes.
It provides a variety of predefined resources, and teachers can share their activities with others.
Wordwall is especially useful for teaching vocabulary, and its activities can be accessed on any web-
enabled device. Examples of activities include quizzes, matching exercises, and word games.
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Implement gamification
To apply gamification to the teaching and learning process, Flores (2015) outlines five steps inspired
by the model of Huang and Soman (2013):
Understand the Target Audience and Context: The instructor must be well-acquainted with their
learners. This involves combining target audience analysis with context analysis to comprehend several
key factors, such as group size, environment, skill sequence, and duration. Common challenges in
education include issues with concentration, motivation, skills, pride, the learning environment, the
nature of the course, and physical, mental, and emotional factors. By understanding these aspects, the
educator can effectively determine which gamification elements to implement.
Define the Learning Objectives. Establishing learning objectives is essential for a successful teaching
experience. These goals should include general educational objectives, specific learning objectives, and
behavioural objectives.
Structure the Experience. Break down the program to identify the main points. The instructor prepares
the sequence and quantifies what the student must learn and accomplish at each step. To ensure students
complete each step, the instructor must provide motivational boosts and convey the educational program
from simple to complex, starting with easier steps to maintain engagement and motivation.
Identify Resources. Consider several aspects such as tracking mechanisms, levels, rules, and feedback.
Apply Gamification Elements. Decide which gamification elements to apply, divided into
autonomous and social elements. Stand-alone elements, like badges, levels, and time restrictions, focus
on making learners compete with themselves and recognise self-achievement. Social elements include
interactive competitions and cooperation, where learners' achievements are made public, and they
become part of a community.
Similarly, Freeman (2021) outlines essential steps to implement gamification for learning, which
include exploring the behaviours to promote, identifying the learning strategies and training objectives
to be achieved, and configuring the game mechanics:
Use a Points System. Implement a points system to reward task completion, providing learners with a
sense of accomplishment and recognition for their efforts.
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Distribute Badges. Badges are a great way to reward progress and serve as milestones, even if learners
do not earn points. They help motivate students to complete tasks by acknowledging their achievements.
Create a Script with Avatars. Develop a story that engages learners’ imaginations by creating
characters or avatars to use throughout the gamified learning experience. Ensure consistency by using
the same characters or avatars throughout the game, allowing students to develop a connection with
their unique roles.
Encourage Teamwork. Form teams to accomplish tasks within the story or game. Teamwork is
invaluable for achieving learning objectives, as the fear of letting down teammates often motivates
individuals more than the fear of personal failure.
DISCUSSION
Summary of Findings
The review suggests that gamification positively impacts the improvement of oral communication skills
in English learners, primarily by increasing motivation and reducing anxiety. But since the studies were
done in different ways, we need more research to know if this works for everyone.
Comparison with Previous Studies
This review agrees with earlier research that using games in language learning is a good idea. However,
we need to do more studies over a longer time to see if this method works in the long run.
Practical Implications
Educational institutions should consider integrating gamified strategies into English teaching curricula,
especially in activities aimed at enhancing oral communication. Teacher training in designing and
implementing gamified activities is crucial for maximizing their effectiveness.
Study Limitations
This review is limited by the heterogeneity of the included studies and the potential lack of longitudinal
studies evaluating the sustained impact of gamification. Additionally, most studies focused on lower
education contexts, limiting generalization to other educational levels.
CONCLUSION
The incorporation of game-like elements into learning has emerged as a promising approach to enhance
oral communication skills in English learners. By introducing elements such as points, badges,
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leaderboards, and challenges, gamification can significantly boost learner motivation and reduce
anxiety. When students feel engaged and rewarded, they are more likely to actively participate in
speaking activities and overcome their fear of making mistakes.
However, the effectiveness of gamification can vary depending on several factors. The educational
context, including the overall learning environment, teacher attitudes, and available resources, plays a
crucial role. Gamification works best when it is seamlessly integrated into the curriculum and supported
by a positive learning culture. Additionally, the design of the gamification intervention is essential.
Well-crafted gamification elements that align with learning objectives and cater to students' interests
can maximize its impact. Moreover, students' language proficiency levels can influence the
effectiveness of gamification. While it can be beneficial for learners at all levels, it may be particularly
effective for those who struggle with motivation or anxiety. For advanced learners, gamification can
provide opportunities for challenge and differentiation. However, it is important to ensure that the
gamification elements are appropriately scaled to match students' abilities and avoid frustration.
In conclusion, gamification holds great potential for fostering oral communication skills in English
learners. By enhancing motivation, reducing anxiety, and creating a more engaging learning experience,
gamification can contribute to improved language outcomes. However, to realize its full potential, it is
essential to consider the educational context, the design of the intervention, and the student's language
proficiency levels.
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