Using Game Elements to Enhance Chinese Middle School Students' English Learning Motivation in the Classroom

This study examines how gamified instruction can help enhance students’ English learning motivation in a Chinese middle school. 98 students participated in the experiment. Data were collected via survey questionnaires and classroom observation. Results showed that students’ language learning motivation was promoted in gamified English classes. Integrating game elements into the classroom could be an effective way to enhance learners’ engagement. Implications are discussed and suggestions for future research are provided.