Transformative Impacts of ICT-Based Gamification on English Language Teaching in Moroccan Education: A Quasi-Experimental Study

Abstract

In response to the evolving demands of language education, especially within the context of Moroccan academia, this study investigates the integration of Information and Communication Technology (ICT)-Based gamification in English Language Teaching (ELT). With the growing need for English proficiency, educators and policymakers seek innovative strategies to enhance language instruction. This research, employing a robust quasi-experimental design, explores the impact of ICT-Based gamification on English language proficiency in Moroccan educational settings. Utilizing digital contexts such as mobile apps and online platforms, the study scrutinizes the practical implementation of gamified teaching methods, exemplified by tools like "Kahoot." A comparative analysis between a control group following traditional instruction and an experimental group immersed in ICT-based gamification forms the crux of this investigation, aiming to unveil its true effectiveness and transformative potential. The study's findings highlight the multifaceted benefits of ICT-based gamification, elucidating its impact on students' motivation, comprehension, achievements, and classroom behavior in English language learning. Beyond contributing to language teaching discourse, this study offers practical guidance for Moroccan educators and policymakers, presenting avenues to optimize English teaching methodologies within the dynamic, globalized digital educational landscape. In a world where linguistic competence and technological proficiency are integral, the seamless integration of ICT-based gamification emerges as a promising avenue to enhance English language understanding, elevate motivation, minimize disruptive behaviors, amplify learning outcomes, and reshape the pedagogical landscape in Moroccan education.