GAMIFICATION AND EFL WRITING: A PATHWAY TO MOTIVATION AND SKILL DEVELOPMENT IN LOW-RESOURCE CONTEXTS

Abstract

Writing is often perceived as a daunting task for reluctant English as a Foreign Language (EFL) learners, leading to disengagement and underdeveloped skills. This study investigates how gamification—integrating game mechanics like badges, leaderboards, and narrative-driven tasks—can enhance motivation and writing proficiency among 50 university EFL learners in Pakistan, a low-resource educational context. Using quantitative approach, participants engaged in 8 weeks of gamified writing activities via platforms such as Kahoot! (for sentence-level drills) and Quill.org (for paragraph writing). The results revealed a 22% improvement in writing test scores, with grammar showing the largest gain (50% increase). Self-reported motivation surged by 69%, alongside significant shifts in enjoyment and confidence. Regression analysis highlighted badges as strong predictors of grammar and sentence structure improvements (β = 0.42 and 0.38, respectively), while leaderboards correlated moderately with motivation gains (r = 0.51). However, challenges such as technical constraints and the risk of extrinsic rewards overshadowing intrinsic growth were noted. The findings align with Self-Determination Theory, Flow Theory, and Constructivist principles, demonstrating that gamification mechanics foster competence, relatedness, and scaffolded skill development. This study addresses gaps in writing-specific gamification research and offers actionable insights for educators, emphasizing the need for balanced, context-sensitive implementation. While gamification proves transformative for reluctant writers, sustainable success requires integrating collaborative tasks and addressing infrastructural barriers. Future research should explore longitudinal impacts and cross-cultural adaptability.