Abstract:
The study conducted at two major private universities in Bangladesh
examines the impact of gamified lesson design on teaching and learning
outcomes by enhancing positive washback in language instruction. In
tertiary-level language courses, washback - the influence of examinations on
teaching and learning- significantly affects educational efficacy. Conventional
pedagogical approaches, typically centred on the instructor and inflexible in
the application, may not effectively synchronize educational processes with
intended evaluation results, particularly for Generation Z students who exhibit
diminished attention spans and require engaging learning settings. Gamified
lesson design, using platforms or apps such as Quizizz, Kahoot!, Gimkit,
Quizlet, Prodigy, Duolingo, and Mentimeter, has proved greatly promising
in engaging the students, encouraging their participation, and making their
classrooms more interactive, as it allows space in the methodology for
quizzes, surveys, discussions, problem-solving tasks, and many more activity
ideas. This study takes a close look at how teachers perceive gamification to
align teaching methods with assessment goals and, at the same time, boost
the learners’ motivation to attain the desired learning outcomes. The aim
is to understand whether gamified lessons with real-time feedback, points,
badges, leaderboards, challenges and levels can motivate the students to
meet learning objectives while promoting positive washback. The research
also explores how tertiary-level EFL instructors are encouraged to incorporate
gamification into their lesson plans. It examines their challenges and the
role various demographic factors could play in attaining the desired course
outcomes by boosting the learners’ motivation. While addressing these areas,
the study aims to demonstrate how gamification can help improve language
learning and align teaching with assessments.
