The Effect of Gamified Instruction on EFL Student's Motivation and Participation: A Quantitative Study of 8th Grade Students in Palestine

This study examines how gamified instruction affects EFL students' motivation and engagement in English classrooms. The study attempts to determine whether the use of gamified activities and digital tools can enhance students' engagement and promote active involvement in English learning. It addresses low motivation and limited classroom participation among eighth-grade students at Elaf Scientific Schools in Jenin. With a sample of twenty-five eighth-graders, the study used a quantitative one-group pretest-posttest approach. A motivation questionnaire and a participant observation checklist were used to collect data before and after the instructional intervention. In addition to activities based on points, awards, challenges, and instant feedback, gamified instruction was incorporated in English classes using digital platforms such as Wordwall and Kahoot. The results showed that following the intervention, pupils' motivation and participation significantly improved. During class activities, students showed increased levels of engagement, confidence, and excitement. According to the study's findings, gamified instruction can improve English language acquisition in Palestinian EFL classrooms by fostering a more dynamic and student-centered learning environment.