THE ROLE OF GAMIFICATION IN TEACHING ENGLISH TO ECON STUDENTS
DOI:
https://doi.org/10.5281/zenodo.18889362Keywords:
gamification, English for Specific Purposes (ESP), economics education, motivation, vocabulary acquisition, communicative competence, higher education, Central AsiaAbstract
This study investigates the impact of gamification on English language learning outcomes among economics students at three universities in Central Asia (N = 387). Employing a quasi-experimental mixed-methods design over two academic semesters (2024–2025), the research compares gamified English for Specific Purposes (ESP) instruction with traditional pedagogical approaches. Results demonstrate that gamified learning environments led to a statistically significant improvement in vocabulary acquisition (d = 0.74, p < .001), reading comprehension (d = 0.62, p < .001), and communicative competence (d = 0.58, p < .01) among economics majors. Qualitative data from semi-structured interviews (n = 48) and classroom observations reveal heightened intrinsic motivation, sustained engagement, and positive attitudes toward discipline-specific English. The findings suggest that gamification, when aligned with ESP frameworks, serves as a powerful pedagogical tool for enhancing both linguistic and professional competencies in economics education.
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