Development of An English Language Learning Model Through Gamification Technology for Higher Education
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Abstract
This study investigated higher education instructors' needs regarding gamified English language learning and developed an Applied Linguistics-informed instructional model for English as a Foreign Language (EFL) instruction. Grounded in Second Language Acquisition (SLA) theory—including Gardner's (1985) motivation framework, Communicative Language Teaching (CLT) principles, and Self-Determination Theory (SDT)—the study employed an Analysis, Design, Development, Implementation, and Evaluation (ADDIE)-guided Design and Development Research (DDR) approach. A purposive sample of 158 EFL instructors completed a validated 15-item questionnaire (IOC = 0.80–1.00; α = 0.81). Findings indicated strong support for gamification in promoting communicative engagement, learner autonomy, and intrinsic motivation. Based on these findings, a five-component gamification-integrated model was developed and evaluated by five experts using an 11-item instrument (α = 0.85), achieving an overall mean rating of 4.60 (very high). The study contributes to Applied Linguistics and English language education by presenting an SLA-informed model that operationalizes gamification as a structured communicative pedagogy rather than isolated game mechanics, offering an empirically informed and theoretically grounded framework for EFL instruction in Thai higher education.
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