The technological advances in the current industrial revolution have brought positive changes in multiple fields, including education. Nowadays, young students are more interested in using gadgets and technology and they are inseparable from technological advancements. This literature review paper focuses on utilising gamified learning to improve students’ learning motivation in ESL classroom. Rather than using books and going to the library to increase their knowledge and confidence, the students prefer to learn via technology and utilise games as a way of equipping their time and knowledge. Numerous past studies have proved that online gamified learning has tremendously increased students’ motivation in English language classrooms as they provide a relaxing learning environment by reducing learning anxiety and fun and enjoyable learning experiences as well as promote positive learning attitudes. This is due to the fact that games' emphasis on enjoyment, excitement, and competitiveness can increase students' motivation and enthusiasm for learning English.
Anisa, K. D., Marmanto, S., & Supriyadi, S. (2020). The effect of gamification on students’ motivation in learning English. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 14(1), 22-28.
Armanda, M. L., & Indriani, L. (2022). IS LEARNING ENGLISH BORING WITH GAMIFICATION? ELTR Journal, 6(1).
Azar, A. S., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7(2), 323-333.
Azar, A. S., & Sahar, S. A. B. M. (2021). Factors Affecting Malaysian Undergraduate Students' Motivation in Improving English Proficiency in Academic Environments. In Higher Education Challenges in South-East Asia (pp. 35-73). IGI Global.
Aziz, A. A., & Kashinathan, S. (2021). ESL Learners’ Challenges in Speaking English in Malaysian Classroom. International Journal of Academic Research in Progressive Education and Development, 10(2), 983-991.
Campbell, A. A. (2016). Gamification in higher education: Not a trivial pursuit. St. Thomas University.
Degirmenci, R. (2021). The Use of Quizizz in Language Learning and Teaching from the Teachers’ and Students’ Perspectives: A Literature Review. Language Education and Technology (LET Journal), 1(1), 1-11.
Dimitroff, A., Dimitroff, A., & Alhashimi, R. (2018). Student Motivation: A Comparison and Investigation of ESL and EFL Environments. International Journal of Curriculum and Instruction, 10(2), 1-14.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In. Dornyei & Schmidt (Eds.), Motivation and second language acquisition (pp. 119). Hawaii: University of Hawaii Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London Edward Arnold.
Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.
Gozcu, E., & Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135.
Hashim, H., Rafiq, K. R. M., & Yunus, M. M. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World English Journal (AWEJ) Special Issue on CALL (5). 41-50
Harmer, J. (1991). The Practice of English Language Teaching: New Edition. New York: Longman.
Kok, N. M., & Aziz, A. A. (2019). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. In Seminar Wacana Pendidikan (pp. 212-222).
Kaur, D., & Aziz, A. A. (2020). The Use of Language Game in Enhancing Students’ Speaking Skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687-706
Lestari, N. (2019). Improving the speaking skill by vlog (video blog) as learning media: The EFL students perspective. BEST PRACTICES IN EDUCATION MANAGEMENT: Teaching, Learning and Research, 89.
Liu, F., Vadivel, B., Rezvani, E., & Namaziandost, E. (2021). Using Games to Promote English as a Foreign Language Learners’ Willingness to Communicate: Potential Effects and Teachers’ Attitude in Focus. Frontiers in Psychology. Vol:12. Retrieve from https://doi.org/10.3389/fpsyg.2021.762447
Nadesan, N. K., and Shah, M. P. (2020) Non-Linguistic Challenges Faced by Malaysian Students in Enhancing Speaking Skills. Creative Education, 11, 1988-2001. doi: 10.4236/ce.2020.1110145.
Purba, L. S. L., Sormin, E., Harefa, N., & Sumiyati, S. (2019). Effectiveness of use of online games kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57-66.
Rathiga, K., & Sarpparaje, M. M. (2019). ROLE OF INSTRUMENTAL AND INTEGRATED MOTIVATION IN LEARNING OF ENGLISH-THE SECOND LANGUAGE, AMONG THE ENGINEERING STUDENTS IN THE SOUTHERN TAMILNADU-A CASE STUDY. The Online Journal of Distance Education and e-Learning, 7(3), 205.
Rosli, N. A., & Abdullah, N. E. (2022). Malaysian University Students’ Perceptions of the Influence of Youtube Videos on English Language Proficiency. Journal of Creative Practices in Language Learning and Teaching (CPLT), 10(2), 90-102.
Saptiany, S.G., Mujiyanto, J., Hartono, R., & Rustipa, K. (2022). Assessing standard English in 4.0 era: Teacher’s perceptions on the effectiveness of Kahoot! and Quizizz in English Classroom. ISET: International Conference on Science, Education,and Technology, 874-880.
Tan, D. A. L., Lee, B. C., Ganapathy, M., & Kasuma, S. A. A. (2022). Language Learning in the 21st Century: Malaysian ESL Students' Perceptions of Kahoot! In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 802-820). IGI Global.
Willis, J. & Willis, D. (2013). Doing task-based teaching - Oxford handbooks for language teachers. UK: Oxford University Press.
Yaccob, N. S., Rahman, S. F. A., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., Aldaba, A. M. A., Yunus, M. M., & Hashim, H. (2022). Gamifying ESL Classrooms through Gamified Teaching and Learning. Arab World English Journal (AWEJ) Special Issue on CALL (8) 177-191. DOI: https://dx.doi.org/10.24093/awej/call8.12
Yaccob, N.S., & Yunus, M. M. (2019). Language Games in Teaching and Learning English Grammar: A Literature Review. Arab World English Journal, 10 (1), 209 -217. DOI: https://dx.doi.org/10.24093/awej/vol10no1.18
Yunus, C. C. A., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108.
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37-43.
Zulkefly, F., & Razali, A. B. (2019). Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language. International Journal of Instruction, 12(1), 1141- 1156.
Zoubi, S. M. A. (2018). The Impact of Exposure to English Language on Language Acquisition. Journal of Applied Linguistics and Language Research, Volume 5, Issue 4, 2018, pp. 151-162.
