Gamifying L2 Literacy in Non-Digital Settings

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Access, Identity, and Equity in Technology-Mediated Language Learning

Abstract

This mixed-methods study investigated non-digital gamification effects on high school L2 writing development over 18 weeks. Eighteen students participated in a gamified literacy program incorporating points, leaderboards, certificates, and prizes. Writing samples from 11 students were analyzed for grammatical and discourse competence, supplemented by semi-structured interviews. Results showed modest syntactic complexity improvements (mean sentence length: 17.7 to 19.7 words) and significant accuracy gains (medium effect size r=-0.42). Lexical diversity and discourse cohesion showed mixed results. Qualitative findings revealed competition and rewards drove sustained engagement, while game mechanics triggered metacognitive and social learning strategies. The study demonstrates that strategically designed non-digital gamification can enhance L2 writing engagement and specific linguistic competencies, offering an accessible alternative for resource-limited educational contexts.

Authors

• Fasih Raza, Texas State University

• Alishba Asad, Texas State University