Exploring EFL instructors’ perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university

Abstract

Abstract This study explores Turkish Higher Education EFL instructors’ perceptions and awareness of ‘gamification’, along with their practices of integrating it into the classroom. Through in-depth interviews with 6 instructors, the research reveals accurate conceptual understanding and alignment between instructors’ knowledge and actual gamification practices. The findings highlight positive attitudes tow1ards gamification, supporting its application across education levels and language skills, despite potential time and curriculum constraints. The study suggests valuable insights for curriculum developers and educators regarding the applicability and effectiveness of gamification in L2 teaching.