Implementing Octalysis Framework as A Gamified Tool to Increase Successful Practices in The EFL Classroom

Abstract

Gamification has become a concept that is permeating the new classroom dynamics. Nowadays, children learn through different ways in which games and technology are combined. This qualitative study shows the contributions of gamification to the specific educational processes of teaching English as a foreign language (EFL) by using the Octalysis framework method in seventh-grade students at Colegio Rosario de Santo Domingo. We randomly selected a group of twenty students aged 11 to 12 years old to participate. To better understand and find the outcomes, the researchers conducted semi-structured interviews, interaction workshops, field journals, ethnographic and participatory observations, start and exit workshops, and focus groups. Results showed that gamified settings improve students' performance during their class lessons since they were successful during their process of learning a foreign language. The data collected showed that the implementation of Octalysis in the teaching of English as a foreign language not only improves communicative competence in the target language but also improves social relationships between participants, creating a more peaceful and relaxed learning environment. Finally, this strategy has been shown to increase motivation and engagement significantly in the language learning process.