PLAY-ORIENTED LEARNING APPROACHES IN ENGLISH LANGUAGE TEACHING: INFLUENCE ON MOTIVATION AND LINGUISTIC IDENTITY AMONG UZBEK STUDENTS
https://doi.org/10.5281/zenodo.20006149
Kalit so‘zlar
Play-oriented learning, English language teaching, motivation, linguistic identity, higher education, student engagement.Annotasiya
This study examines the impact of gamification on students’ motivation and linguistic identity in English language learning in Uzbekistan. The aim of the research is to explore how gamified activities influence students’ participation and engagement in the classroom. The study is based on a qualitative research approach, involving classroom observations and questionnaires conducted among university students. The findings show that gamification increases students’ motivation, confidence, and active participation in learning English. It also helps develop students’ linguistic identity by encouraging them to use the language in interactive contexts. The results indicate that gamification is an effective teaching method in higher education.
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