EVALUATING THE EFFECTIVENESS OF GAMIFICATION TECHNOLOGIES IN DEVELOPING LINGUISTIC COMPETENCE AMONG B2-LEVEL ENGLISH LEARNERS: A THEORETICAL REVIEW
Keywords:
Gamification; CEFR; B2-level English learners; linguistic competence; motivation; grammar games; mobile-assisted learning; psychobehavioural engagement; digital pedagogy; formative assessment.Abstract
This theoretical article examines how gamification technologies contribute to the development of linguistic competence among B2-level English learners. Synthesizing insights from recent research on CEFR-aligned instruction, psychobehavioural motivational models, digital gamified platforms, and B2-level grammar-oriented game design, the study identifies key mechanisms through which gamification enhances motivation, self-regulation, fluency, and grammatical accuracy. The review integrates theoretical evidence from Sanemueang (2025) , Azzouz (2021), Yassin & Abugohar (2022), and Álvarez et al. (2017). Findings suggest that gamification strengthens learner autonomy, increases engagement through interactive game elements, and supports CEFR-based progression in B2-level linguistic skills. The article concludes with theoretical implications for curriculum design and recommendations for future research in game-enhanced CEFR-oriented pedagogy.
References
1. Alvarez, I. A., Martín-Monje, E., & García Laborda, J. (2017). Up2B2: Playing English grammar games at the B2 level. Language Value, 9(1), 132–159.
2. Azzouz, N. (2021). Gamification in learning English as a second language: A methodological framework to improve psychobehavioural factors and speaking fluency. International Journal of English Linguistics, 11(4), 1–11.
3. Sanemueang, C. (2025). The effectiveness of integrating CEFR-aligned English instructional program with gamification. Journal of Education and Learning, 14(5), 123–134.
4. Yassin, B., & Abugohar, M. A. (2022). Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: A quasi-experimental study. Teaching English with Technology, 22(2), 69–89.
