GAMIFICATION IN VOCABULARY TEACHING: A STUDY ON STUDENT ENGAGEMENT IN UZBEKISTAN

Norpoʻlatova Nozima Yusufxon qizi

Uzbekistan State World languages university

Keywords: Keywords: Gamification, vocabulary teaching, student engagement, EFL, motivation, digital learning, Uzbekistan, language acquisition.

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Abstract

Annotation: This article examines the role of gamification in vocabulary teaching and its impact on student engagement in the context of English as a Foreign Language (EFL) classrooms in Uzbekistan. Gamification, which refers to the use of game-based elements in non-game educational settings, has gained increasing attention as a motivational tool to enhance learners’ interest, participation, and retention of vocabulary. Through a small-scale study conducted among secondary school and university EFL learners in Uzbekistan, this research investigates how gamified learning activities such as digital tools, quizzes, competition-based tasks, puzzles, and reward systems influence students’ motivation and vocabulary acquisition. Findings revealed that gamification significantly improved learner engagement, increased intrinsic motivation, and enhanced vocabulary retention when integrated appropriately into instruction. However, challenges such as limited technological resources, teacher preparedness, and balancing fun with learning objectives remain. The article concludes by suggesting pedagogical implications and practical recommendations for effective use of gamification in the Uzbek EFL context.

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