Language learning has been ominously obstructed by a greater emphasis on the living technology curriculum and the concept of interdisciplinary integration, STEM (Science, Technology, Engineering, and Mathematics) in the school system. Although increasingly adaptive and a more comprehensive learning approach integrating STEAM (Science, Technology, Engineering, Art and Mathematics) which emphasized on the role of ART are further highlighted in language learning, there have been concerns regarding insufficient information on appropriate teaching tools utilisation and sustainability of the approach. Therefore, this mixed-method study is intended to delineate English as a Second Language(ESL) teachers’ perspectives towards digital gamification adoption in STEAM-oriented ESL classrooms. A survey was distributed to 160 ESL teachers with 53 items in which their perception was analysed descriptively with the mean score. Besides, thematic analysis was also employed to analyse 8 respondents’ semi-structured interview data. Overall, the findings of this study showed that language learners showed positive feedback toward the digital gamification incorporation in STEAM ESL lessons due to its effectiveness, practicality, ease of use and user satisfaction. This paper implied that researchers should look into ESL teachers' perceptions that they are well-prepared in utilising digital gamification for effective STEAM approach-based English as a Second Language teaching and learning experience.
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