Teachers’ perceptions of gamified learning and feedback in enhancing motivation among special needs ESL learners

Syed Faizal, Sharifah Farisha and Doltiu, Noor Khairunnisa and Mohd Ali, Fatimatuzzuhra and Abd Karim, Aishah Hanim (2026) Teachers’ perceptions of gamified learning and feedback in enhancing motivation among special needs ESL learners. International Journal of Advanced Research in Education and Society, 8 (4). pp. 1357-1371. E-ISSN 2682-8138

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Abstract

Learner motivation remains a significant challenge in English as a Second Language classrooms, particularly for students with special educational needs who often experience cognitive, emotional, and behavioral difficulties that limit sustained engagement. Although gamified learning has been widely promoted as an innovative instructional approach, limited research has examined teachers’ perspectives on its use alongside feedback strategies in inclusive settings. Grounded in Self-Determination Theory (SDT), this study explores teachers’ perceptions of gamified learning and feedback in enhancing the motivation of special needs learners in English language classrooms in Malaysia. A qualitative phenomenological design was employed. Semi-structured interviews were conducted with three English language teachers teaching in a private inclusive school. The data were analysed using thematic analysis to identify recurring patterns related to motivation, feedback practices, and implementation challenges. The findings indicate that teachers generally perceive gamified learning as an effective tool for increasing learners’ attention, participation, and enjoyment while reducing boredom and anxiety. Elements such as points, rewards, levels, and interactive activities were reported to enhance engagement, particularly among learners who were previously reluctant to participate. Positive feedback was viewed as essential in building confidence and sustaining motivation, while corrective feedback required careful timing and delivery to avoid discouragement. However, several challenges were identified, including cognitive overload, competitive anxiety, sensory sensitivity, and limited teacher preparation. The study concludes that gamified learning and supportive feedback can enhance motivation among special needs learners by satisfying their psychological needs for autonomy, competence, and relatednesss, when designed inclusively and implemented thoughtfully. The findings highlight the importance of adaptive instructional design, emotional sensitivity, and institutional support in promoting effective and motivating English language learning environments.

Item Type:	Article (Journal)
Uncontrolled Keywords:	ESL learners, gamified learning, inclusive classroom, motivation, special educational needs (SEN)
Subjects:	L Education > LB Theory and practice of education > LB1050.9 Educational psychology
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Educational Psychology & Counseling Kulliyyah of Education
Depositing User:	Dr Aishah Hanim Abd Karim
Date Deposited:	15 Jul 2026 10:17
Last Update:	15 Jul 2026 10:17
Queue Number:	2026-07-Q3958
URI:	http://irep.iium.edu.my/id/eprint/129783

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