How Gamification Affects Students' Engagement and Language Learning Beliefs in Pre-Class Learning of Flipped EFL Courses: A Theoretical Analysis

Abstract

Students' inadequate engagement in pre-class learning is one of the causal factors that impede effective flipped learning. One possible solution can be the implementation of gamification in pre-class learning activities since motivating effects of game design elements in education have been discovered by previous empirical research. In the specific context of flipped EFL courses, student engagement in pre-class learning activities may interact with their language learning beliefs. Based on a theoretical analysis, this study proposes a conceptual model elaborating that the use of gamification in pre-class learning of flipped EFL courses may enhance students' engagement in terms of behavior, emotion, cognition, and agency and their positive beliefs about language learning. Limitations and future research recommendations are presented in the end.