A Self-Determination Theory Model of Gamified EFL Intrinsic Motivation
DOI :
https://doi.org/10.69760/egjlle.2505005Mots-clés :
Gamification, Self-Determination Theory, Intrinsic Motivation, Sustained Engagement, Language Learning Motivation, Gamified InstructionRésumé
The growing use of gamification in English as a Foreign Language (EFL) areas has provoked important issues regarding how the design of a game can motivate and keep learners engaged for a long time. This paper presents a theoretical framework of the role of game elements grounded on self-determination theory in sustaining internal motivation in the case of collectivist EFL cultures, as opposed to previous models that considered gamification merely as a form of external reward. Through the analysis of the mediating factors of task authenticity and anxiety reduction, and the moderating variable of cultural power distance, the research offers a context-sensitive comprehension of the mechanisms through which gamified, need-supportive structures protract learner engagement. The proposed model brings into focus the importance of feedback loops, progression indicators, and social interaction in the process of enhancing perceived competence and relatedness in EFL learning. The structure additionally provides for the crafting of gamified pedagogical environments that support intrinsic motivation and sustainable learning practices. Hence, this study is a forte for theory development by incorporating self-determination theory in the EFL sector and providing a systematic basis for later investigations into the synergy between gamified learning and motivation.
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