In English language learning, traditional teaching methods frequently fall short of
capturing students' attention, engagement, and make learning tedious or too
challenging, causing students to become passive and cannot use English well. To
address this issue, teachers have started using innovative and interactive teaching
strategies, such as gamification. Gamification is language learning that uses game
like features. This study explores preservice teachers’ perceptions of gamification
and its pedagogy in teaching English Foreign Language (EFL) classroom. The study
employed a qualitative research method with a case study approach. Data were
collected through questionnaires with 10 preservice teachers and interviews with 6
out of 10 preservice teachers. The results indicate that these preservice teachers
generally hold positive views toward gamification, recognizing it as both an
enjoyable and effective teaching strategy that improves students’ motivation,
involvement, and language proficiency. Popular applications such as Quizizz,
Kahoot! and Wordwall are frequently utilized. Although they encountered
challenges like limited technology and time constraints, the teachers were able to
adapt by using simpler tools and creative teaching methods. The study also
highlights pedagogical implications suggested by the preservice teachers, such as
the need for teacher training in educational technology, institutional support for
integrating gamified learning, and the customization of gamification activities to
accommodate diverse student needs. These findings suggest that gamification can
be a powerful strategy for improving EFL teaching and learning when applied
thoughtfully and strategically.

Keywords: Gamification, EFL Classroom, Preservice Teachers, Student’s
Engagement, and Teaching Strategies.