Level up English Learning Outcomes through Gamification: A Case Study from Western Guangdong

Amid growing emphasis on technology-enhanced language learning and persistent educational challenges in resource-limited regions, this study investigates the efficacy of the Khan Academy app for English instruction in junior high schools, framed through the Technology Acceptance Model (TAM). Employing a mixed-methods quasi-experimental design, the research involved 120 students from two classes in Western Guangdong, China, over an 8-week intervention. Quantitative and qualitative data were collected and analyzed to evaluate the app’s impact. Key findings include: (1) Students reported high perceived learning efficiency (M= 4.23, SD= 0.58) and interface usability (M= 4.01, SD= 0.62) via post-intervention surveys; (2) The app’s gamified features significantly enhanced students’ learning motivation (M=4.12, p<.01) and classroom engagement (M= 4.05, p< .01); (3) The experimental group outperformed the control group in post-test English scores (F=15.67, p<.001), controlling for baseline performance; and (4) TAM-derived measures of technology acceptance showed a strong positive correlation with learning outcomes (r=0.73, p<.01). These results underscore the potential of adaptive gamified digital tools to address resource constraints while fostering engagement and achievement. The study offers practical insights for integrating technology-driven pedagogies in underserved educational contexts, contributing empirical support to TAM’s applicability in language education reform.