Keywords
Abstract
The motivation of English language learners is examined in this research in relation to game design ideas, such as reward systems, adaptive challenge mechanics, and social competitive structures. Based on Csikszentmihalyi's flow construct (1990), Krashen's affective filter hypothesis (1982), and self-determination theory (Ryan & Deci, 2000), the study integrates classroom observations at School No. 21 in the Beruniy district with a review of recent experimental results. Although regional infrastructure limitations and insufficient teacher preparation limit scalability within Uzbekistan's educational system, findings show that deliberately integrated gamification lowers language anxiety, increases voluntary involvement, and promotes student self-efficacy.
References
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