Vol. 12/ Núm. 4 2025 pág. 1800
https://doi.org/10.69639/arandu.v12i4.1782
Gamification as a Tool to Enhance Speaking Confidence in
Students
La gamificación como herramienta para aumentar la confianza en la expresión oral de
los estudiantes
José Alexis Fuentes Cruz
jolexfc7@gmail.com
https://orcid.org/0000-0001-8915-3377
Universidad Bolivariana del Ecuador
Durán – Ecuador
Josue Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Durán – Ecuador
Jacqueline Elizabeth Lopez Lopez
jelopezl@ube.edu.ec
https://orcid.org/0000-0002-1765-8103
Universidad Bolivariana del Ecuador
Durán – Ecuador
Artículo recibido: 10 octubre 2025 -Aceptado para publicación: 18 noviembre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
The aim of this particular research is to investigate the influence of gamification via a reward
system on speaking confidence of the eighth-grade English as a Foreign Language (EFL) learners
at Unidad Educativa Selva Alegre. The study was based on a mixed-methods research design that
integrated both quantitative and qualitative data collected by means of pre- and post-tests, Likert-
scale surveys, and classroom observations during a four-week intervention. The gamified
activities consisted of group challenges, quizzes, and interactive speaking tasks in which student
got rewards based on their active participation. Descriptive statistics were utilized to reveal the
numerical shifts in the performance of the students, whereas the thematic analysis was adopted to
interpret the behaviors that were observable. It was found from the results that after the
implementation, the students declared higher levels of motivation and confidence, lower
nervousness, and larger readiness to take part in English-speaking tasks. The classroom
observations agreed with the gradual improvements in fluency, body language, and engagement.
The conclusions state that the adoption of gamified reward systems can contribute to the creation
of a positive learning atmosphere which aids the students in getting rid of their anxiety and
speaking more assertively in English.
Keywords: Gamification, reward system, speaking, confidence
Vol. 12/ Núm. 4 2025 pág. 1801
RESUMEN
El objetivo de esta investigación es analizar la influencia de la gamificación mediante un sistema
de recompensas en la confianza al hablar de los estudiantes de octavo grado de inglés como lengua
extranjera (EFL) de la Unidad Educativa Selva Alegre. El estudio se basó en un diseño de
investigación de métodos mixtos que integró datos cuantitativos y cualitativos recopilados a
través de pruebas pre y post, encuestas tipo Likert y observaciones de aula durante una
intervención de cuatro semanas. Las actividades gamificadas consistieron en desafíos grupales,
cuestionarios y tareas interactivas de expresión oral en las que los estudiantes recibieron
recompensas basadas en su participación activa. Se utilizaron estadísticas descriptivas para
evidenciar los cambios numéricos en el desempeño de los estudiantes, mientras que el análisis
temático se aplicó para interpretar los comportamientos observables. Los resultados mostraron
que, después de la implementación, los estudiantes manifestaron mayores niveles de motivación
y confianza, menor nerviosismo y una mayor disposición para participar en actividades orales en
inglés. Las observaciones de aula coincidieron con mejoras graduales en la fluidez, el lenguaje
corporal y la participación. Las conclusiones señalan que la adopción de sistemas de recompensas
gamificados puede contribuir a la creación de un ambiente de aprendizaje positivo que ayude a
los estudiantes a superar la ansiedad y a expresarse con mayor seguridad en inglés.
Palabras clave: gamificación, sistema de recompensas, expresión oral, confianza
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
El objetivo de esta investigación es analizar la influencia de la gamificación mediante un sistema
de recompensas en la confianza al hablar de los estudiantes de octavo grado de inglés como lengua
extranjera (EFL) de la Unidad Educativa Selva Alegre. El estudio se basó en un diseño de
investigación de métodos mixtos que integró datos cuantitativos y cualitativos recopilados a
través de pruebas pre y post, encuestas tipo Likert y observaciones de aula durante una
intervención de cuatro semanas. Las actividades gamificadas consistieron en desafíos grupales,
cuestionarios y tareas interactivas de expresión oral en las que los estudiantes recibieron
recompensas basadas en su participación activa. Se utilizaron estadísticas descriptivas para
evidenciar los cambios numéricos en el desempeño de los estudiantes, mientras que el análisis
temático se aplicó para interpretar los comportamientos observables. Los resultados mostraron
que, después de la implementación, los estudiantes manifestaron mayores niveles de motivación
y confianza, menor nerviosismo y una mayor disposición para participar en actividades orales en
inglés. Las observaciones de aula coincidieron con mejoras graduales en la fluidez, el lenguaje
corporal y la participación. Las conclusiones señalan que la adopción de sistemas de recompensas
gamificados puede contribuir a la creación de un ambiente de aprendizaje positivo que ayude a
los estudiantes a superar la ansiedad y a expresarse con mayor seguridad en inglés.
Palabras clave: gamificación, sistema de recompensas, expresión oral, confianza
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 1802
INTRODUCTION
Due to globalization, English has become an international language, connecting people
worldwide. According to Ilyosovna (2020), around 67 countries recognize English as their official
language, while 27 other countries have adopted it as their official second language. In Ecuador,
English is not considered as an official second language; however, the government recognizes the
relevance of mastering this language for students’ academic and professional development.
Since 2016, Ecuador has included English as a mandatory subject from primary to
secondary school. Based on this, the government implemented the English as a Foreign Language
(EFL) Curriculum, which establishes that when students finish secondary education, they should
achieve a B1 level of English proficiency according to the Common European Framework of
Reference for Languages (CEFR) (Ministerio de Educación del Ecuador , 2016). Despite
government efforts to promote English acquisition, the well-known educational company
‘Education First (EF)’ ranked Ecuador 82nd out of 116 in English proficiency worldwide
(Education First, 2025). Based on that, it is necessary to improve in teaching strategies, students'
performance, and educational interventions.
In order to master English as a Second Language, students should develop the four macro
skills, which are divided into receptive skills (listening and reading) and productive skills
(speaking and writing). Receptive skills do not require students to use the language; they only
involve receiving and understanding it. In contrast, productive skills require students to start
transmitting information using language (Masduqi, 2016). Furthermore, Golkva and Hubackova
(2014) mention that exists a correlation between receptive and productive skills; they cannot exist
independently since they mutually support each other. Nevertheless, speaking skills are
considered as one of the most important skills to develop for students since they play a paramount
role in communication (Richards, 2008).
According to Brown (2001), speaking is a process that needs individuals’ interactions to
construct meaning by producing, receiving, and processing information. Additionally, Nunan
(2003) mentions that speaking involves using language quickly and confidently, with minimal
awkward pauses. Furthermore, Burns and Joyce (1997) establish that speaking is spontaneous
since it demands that both speaker and listener interact in real-time and stay coherent and fluent.
For those reasons, speaking is crucial in communication since it permits people to express ideas
and feelings, and share information.
Chaney and Burk (1998) stated that speaking creates and exchanges meaning using verbal
and non-verbal symbols. For Hybels and Weaver (2001), speaking involves articulating words
and sounds to convey meaning, express opinions and emotions, or inform others. Despite the
importance of speaking skills, many learners consider it one of the most challenging skills to
INTRODUCTION
Due to globalization, English has become an international language, connecting people
worldwide. According to Ilyosovna (2020), around 67 countries recognize English as their official
language, while 27 other countries have adopted it as their official second language. In Ecuador,
English is not considered as an official second language; however, the government recognizes the
relevance of mastering this language for students’ academic and professional development.
Since 2016, Ecuador has included English as a mandatory subject from primary to
secondary school. Based on this, the government implemented the English as a Foreign Language
(EFL) Curriculum, which establishes that when students finish secondary education, they should
achieve a B1 level of English proficiency according to the Common European Framework of
Reference for Languages (CEFR) (Ministerio de Educación del Ecuador , 2016). Despite
government efforts to promote English acquisition, the well-known educational company
‘Education First (EF)’ ranked Ecuador 82nd out of 116 in English proficiency worldwide
(Education First, 2025). Based on that, it is necessary to improve in teaching strategies, students'
performance, and educational interventions.
In order to master English as a Second Language, students should develop the four macro
skills, which are divided into receptive skills (listening and reading) and productive skills
(speaking and writing). Receptive skills do not require students to use the language; they only
involve receiving and understanding it. In contrast, productive skills require students to start
transmitting information using language (Masduqi, 2016). Furthermore, Golkva and Hubackova
(2014) mention that exists a correlation between receptive and productive skills; they cannot exist
independently since they mutually support each other. Nevertheless, speaking skills are
considered as one of the most important skills to develop for students since they play a paramount
role in communication (Richards, 2008).
According to Brown (2001), speaking is a process that needs individuals’ interactions to
construct meaning by producing, receiving, and processing information. Additionally, Nunan
(2003) mentions that speaking involves using language quickly and confidently, with minimal
awkward pauses. Furthermore, Burns and Joyce (1997) establish that speaking is spontaneous
since it demands that both speaker and listener interact in real-time and stay coherent and fluent.
For those reasons, speaking is crucial in communication since it permits people to express ideas
and feelings, and share information.
Chaney and Burk (1998) stated that speaking creates and exchanges meaning using verbal
and non-verbal symbols. For Hybels and Weaver (2001), speaking involves articulating words
and sounds to convey meaning, express opinions and emotions, or inform others. Despite the
importance of speaking skills, many learners consider it one of the most challenging skills to
Vol. 12/ Núm. 4 2025 pág. 1803
acquire due to students' need to communicate in real-time; this process requires rapid processing
(Harmer, 2007).
Teaching and learning speaking skills in an EFL context can be challenging due to factors
such as shyness, limited vocabulary, low motivation, and fear of making mistakes (Asnaini et al.,
2025). These challenges often contribute to students' lack of confidence in speaking in English.
According to Ork et al. (2024), lack of confidence is one of the primary problems that hinders
students' speaking performance. Moreover, Ur (1996) explains that students' fear of making
mistakes can inhibit their confidence in class participation. Furthermore, Leonita et al. (2023)
establish that students can become fluent in English if teachers help them build their confidence.
For those reasons, teaching Speaking Skills in EFL classrooms is a significant challenge
for teachers, who must employ innovative and effective methods that promote student interactions
and engagement. Bygate (1987) mentions that students' success in using the language depends on
the teacher's performance. In recent years, innovative teaching methods that actively engaged
students are gradually replacing traditional approaches. One example is gamification, which
incorporates game attributes to the learning process to enhance motivation and participation
(Deterdinget et al., 2011).
Gamification can be defined as using game-based elements and principles in situations
that are unrelated to games, such as teaching-learning process. According to Zicherman and
Cunningham (2011), gamification applies game mechanics, dynamics, and frameworks in non-
game settings to promote people's engagement with complex tasks. Werbach and Hunter (2012)
identify some game mechanics: challenges, competitions, cooperation, feedback, rewards, and
win state. Gamification promotes the learning process since it is based on educational psychology,
and teachers have used some techniques, like assigning points for activities for years (Kapp,
2012).
One of the most interesting gamification mechanics applied in education is the reward
system, which can increase students’ motivation to participate in speaking activities. For Chen
(2023), a reward system is beneficial not only for students' development and growth, promoting
learning habits, but also for reaching their potential, helping them to overcome motivational
difficulties. According to Mala et al. (2024), developing listening and speaking skill motivation
plays a paramount role in language learning since it encourages learners to engage and participate
in communicative activities. Moreover, Su and Cheng (2015) mention that using game mechanics
like a reward system creates an enjoyable and safe learning environment where students feel
confident to speak without fear.
For the purpose of directing the investigation and clarifying the research path, the current
study tries to assess the effect of a gamified reward system on the speaking confidence and
participation of students in EFL classes. The specific objectives of the study are: (1) to identify
how gamified speaking activities influence students’ oral participation and self-confidence
acquire due to students' need to communicate in real-time; this process requires rapid processing
(Harmer, 2007).
Teaching and learning speaking skills in an EFL context can be challenging due to factors
such as shyness, limited vocabulary, low motivation, and fear of making mistakes (Asnaini et al.,
2025). These challenges often contribute to students' lack of confidence in speaking in English.
According to Ork et al. (2024), lack of confidence is one of the primary problems that hinders
students' speaking performance. Moreover, Ur (1996) explains that students' fear of making
mistakes can inhibit their confidence in class participation. Furthermore, Leonita et al. (2023)
establish that students can become fluent in English if teachers help them build their confidence.
For those reasons, teaching Speaking Skills in EFL classrooms is a significant challenge
for teachers, who must employ innovative and effective methods that promote student interactions
and engagement. Bygate (1987) mentions that students' success in using the language depends on
the teacher's performance. In recent years, innovative teaching methods that actively engaged
students are gradually replacing traditional approaches. One example is gamification, which
incorporates game attributes to the learning process to enhance motivation and participation
(Deterdinget et al., 2011).
Gamification can be defined as using game-based elements and principles in situations
that are unrelated to games, such as teaching-learning process. According to Zicherman and
Cunningham (2011), gamification applies game mechanics, dynamics, and frameworks in non-
game settings to promote people's engagement with complex tasks. Werbach and Hunter (2012)
identify some game mechanics: challenges, competitions, cooperation, feedback, rewards, and
win state. Gamification promotes the learning process since it is based on educational psychology,
and teachers have used some techniques, like assigning points for activities for years (Kapp,
2012).
One of the most interesting gamification mechanics applied in education is the reward
system, which can increase students’ motivation to participate in speaking activities. For Chen
(2023), a reward system is beneficial not only for students' development and growth, promoting
learning habits, but also for reaching their potential, helping them to overcome motivational
difficulties. According to Mala et al. (2024), developing listening and speaking skill motivation
plays a paramount role in language learning since it encourages learners to engage and participate
in communicative activities. Moreover, Su and Cheng (2015) mention that using game mechanics
like a reward system creates an enjoyable and safe learning environment where students feel
confident to speak without fear.
For the purpose of directing the investigation and clarifying the research path, the current
study tries to assess the effect of a gamified reward system on the speaking confidence and
participation of students in EFL classes. The specific objectives of the study are: (1) to identify
how gamified speaking activities influence students’ oral participation and self-confidence
Vol. 12/ Núm. 4 2025 pág. 1804
through an observation checklist based on criteria such as willingness to speak, fluency, use of
expressions, risk-taking, body language, and engagement; and (2) to explore how students’
attitudes and perceptions toward gamified speaking tasks contribute to the development of their
speaking confidence through the application of a Likert-scale survey. These objectives set the
base for the analysis of the connection between gamification and speaking performance, at the
same time, they define the study’s goals from the viewpoint of process-oriented learning.
MATERIALS AND METHODS
This study aims to analyze the impact of using gamification through a reward system on
students’ speaking confidence in an EFL classroom. This research employed a mixed-methods
approach, collecting both qualitative and quantitative data. Creswell (2014) argues that using a
mixed-method provides a more accurate understanding of the research problem and offers a more
comprehensible interpretation for data triangulation of the results by integrating numerical data
with participants’ experiences. Besides, the study aligns with the convergent parallel design since
quantitative and qualitative data were collected at the same time.
Data collected were analyzed both quantitatively and qualitatively. Descriptive statistics
like means and percentages have been used to compare pre- and post-test scores and survey
responses, providing a numerical representation of the students' improvement. Meanwhile,
qualitative data obtained from classroom observations were used to determine relationships
among students' confidence and speaking participation. Combining both statistical and thematic
analysis would better explain the impact of the reward system.
The researcher followed ethical considerations throughout the entire research process to
ensure transparency and respect toward students. Plus, the study was initiated after receiving
permission from students and their parents for data collection. Additionally, participants were
advised that their responses would be confidential and used only for research purpose. Moreover,
the intervention activities were designed to ensure students’ confidence to speak in a supportive
environment.
Furthermore, the validated and clarified the instruments to collect data in order to obtain
reliable data. An experienced English teacher who has a Doctor of Philosophy (PhD) in education
reviewed and approved the instruments, which included a Likert-scale survey, an observation
checklist, and speaking rubric. This process of validation played a significant role in confirming
the suitability of the items, the precision of the indicators, and the consistency of the instruments
with the study’s objectives. Besides the expert’s feedback, the minor changes in wording and
structure that were made were for the purpose of enhancing the precision and comprehension of
the tools before they were finally implemented.
This research was conducted with eighth-grade students at Unidad Educativa Selva
Alegre, involving twenty-four participants. A control group was not used because the data were
through an observation checklist based on criteria such as willingness to speak, fluency, use of
expressions, risk-taking, body language, and engagement; and (2) to explore how students’
attitudes and perceptions toward gamified speaking tasks contribute to the development of their
speaking confidence through the application of a Likert-scale survey. These objectives set the
base for the analysis of the connection between gamification and speaking performance, at the
same time, they define the study’s goals from the viewpoint of process-oriented learning.
MATERIALS AND METHODS
This study aims to analyze the impact of using gamification through a reward system on
students’ speaking confidence in an EFL classroom. This research employed a mixed-methods
approach, collecting both qualitative and quantitative data. Creswell (2014) argues that using a
mixed-method provides a more accurate understanding of the research problem and offers a more
comprehensible interpretation for data triangulation of the results by integrating numerical data
with participants’ experiences. Besides, the study aligns with the convergent parallel design since
quantitative and qualitative data were collected at the same time.
Data collected were analyzed both quantitatively and qualitatively. Descriptive statistics
like means and percentages have been used to compare pre- and post-test scores and survey
responses, providing a numerical representation of the students' improvement. Meanwhile,
qualitative data obtained from classroom observations were used to determine relationships
among students' confidence and speaking participation. Combining both statistical and thematic
analysis would better explain the impact of the reward system.
The researcher followed ethical considerations throughout the entire research process to
ensure transparency and respect toward students. Plus, the study was initiated after receiving
permission from students and their parents for data collection. Additionally, participants were
advised that their responses would be confidential and used only for research purpose. Moreover,
the intervention activities were designed to ensure students’ confidence to speak in a supportive
environment.
Furthermore, the validated and clarified the instruments to collect data in order to obtain
reliable data. An experienced English teacher who has a Doctor of Philosophy (PhD) in education
reviewed and approved the instruments, which included a Likert-scale survey, an observation
checklist, and speaking rubric. This process of validation played a significant role in confirming
the suitability of the items, the precision of the indicators, and the consistency of the instruments
with the study’s objectives. Besides the expert’s feedback, the minor changes in wording and
structure that were made were for the purpose of enhancing the precision and comprehension of
the tools before they were finally implemented.
This research was conducted with eighth-grade students at Unidad Educativa Selva
Alegre, involving twenty-four participants. A control group was not used because the data were
Vol. 12/ Núm. 4 2025 pág. 1805
collected using a census-based approach, as the group had fewer than 30 participants (Salkind,
2010). The research instruments for this study included Likert-scale surveys, classroom
observation, and a pre-post test. All participants took part in every data collection activity.
The research procedure was divided into four stages: (1) introduction of the reward
system, (2) administration of the pre-test and pre-Likert-scale survey, (3) four weeks of
intervention (three instructional hours per week) in which students were exposed to gamified
activities such as quizzes, group challenges, interactive tasks, where students earned a reward for
participate by speaking actively, and (4) administration of the post-test and post-survey. Across
the four weeks intervention (three instructional hours per week), instruments were administered
on student’s regular schedule: pre-test and pre-survey in Week 0; weekly observation checklists
in Weeks 1–4; and post-test with post-survey in Week 4.
During the entire intervention period, students were evaluated using a classroom
observation checklist, which assessed their fluency, pronunciation, grammatical accuracy,
vocabulary usage and speaking confidence. By means of this organized sequence, the investigator
was capable of taking measurements in terms of participation and confidence changes of the
students, thereby combining the observable outcomes with the students' self-reported experiences
for a detailed comprehension of the phenomenon.
RESULTS AND DISCUSSION
This section presents and discusses the obtained results from the intervention period
which consisted in the pre-test and post-test, classroom observations, and Likert-scale surveys.
The outcomes are organized according to the two main variables of this study: student’s
speaking confidence and participation during the EFL classes.
The analysis of the pre- and post-survey indicated an improvement in students’
confidence and motivation to speaking English after the implementation of the reward system.
The table below shows that 75% of the students expressed high levels of nervousness and low
motivation to participate in speaking activities, while only 20.8% expressed the same feeling after
the intervention. Furthermore, students who felt motivated to speak in English increased from
8.3% to 62.5%. Likewise, the percentage of students who felt confident to participate in English
speaking activities rose from 12.5% to 75%. These results suggest that using both a reward
system and gamified activities reduced students’ anxiety. Therefore, learners felt more confidante
and encouraged to speak English during their classes.
collected using a census-based approach, as the group had fewer than 30 participants (Salkind,
2010). The research instruments for this study included Likert-scale surveys, classroom
observation, and a pre-post test. All participants took part in every data collection activity.
The research procedure was divided into four stages: (1) introduction of the reward
system, (2) administration of the pre-test and pre-Likert-scale survey, (3) four weeks of
intervention (three instructional hours per week) in which students were exposed to gamified
activities such as quizzes, group challenges, interactive tasks, where students earned a reward for
participate by speaking actively, and (4) administration of the post-test and post-survey. Across
the four weeks intervention (three instructional hours per week), instruments were administered
on student’s regular schedule: pre-test and pre-survey in Week 0; weekly observation checklists
in Weeks 1–4; and post-test with post-survey in Week 4.
During the entire intervention period, students were evaluated using a classroom
observation checklist, which assessed their fluency, pronunciation, grammatical accuracy,
vocabulary usage and speaking confidence. By means of this organized sequence, the investigator
was capable of taking measurements in terms of participation and confidence changes of the
students, thereby combining the observable outcomes with the students' self-reported experiences
for a detailed comprehension of the phenomenon.
RESULTS AND DISCUSSION
This section presents and discusses the obtained results from the intervention period
which consisted in the pre-test and post-test, classroom observations, and Likert-scale surveys.
The outcomes are organized according to the two main variables of this study: student’s
speaking confidence and participation during the EFL classes.
The analysis of the pre- and post-survey indicated an improvement in students’
confidence and motivation to speaking English after the implementation of the reward system.
The table below shows that 75% of the students expressed high levels of nervousness and low
motivation to participate in speaking activities, while only 20.8% expressed the same feeling after
the intervention. Furthermore, students who felt motivated to speak in English increased from
8.3% to 62.5%. Likewise, the percentage of students who felt confident to participate in English
speaking activities rose from 12.5% to 75%. These results suggest that using both a reward
system and gamified activities reduced students’ anxiety. Therefore, learners felt more confidante
and encouraged to speak English during their classes.
Vol. 12/ Núm. 4 2025 pág. 1806
Table 1
Pre- and Post-Intervention Results of the Likert Scale Survey on Students’ Speaking Attitudes
Evaluated Criteria Pre-Likert Scale Survey Post-Likert Scale Survey
Frequency Results Total Frequency Results Total
I usually feel nervous when I have to speak English in class.
Strongly Agree 12 50%
100%
2 8.33%
100%
Agree 6 25% 4 16.67%
Neutral 1 4.17% 1 4.17%
Disagree 4 16.67% 9 37.50%
Strongly Disagree 1 4.17% 8 33.33%
I feel motivated to speak English during regular class activities.
Strongly Agree 0 0%
100%
4 16.67%
100%
Agree 2 8.33% 11 45.83%
Neutral 4 16.67% 5 20.83%
Disagree 8 33.33% 2 8.33%
Strongly Disagree 10 41.67% 2 8.33%
I feel confident when participating in English speaking tasks.
Strongly Agree 0 0%
100%
4 16.67%
100%
Agree 3 12.50% 14 58.33%
Neutral 3 12.50% 3 12.50%
Disagree 6 25% 3 12.50%
Strongly Disagree 12 50% 0 0%
Speaking activities in English class are enjoyable and not stressful.
Strongly Agree 0 0%
100%
6 25%
100%
Agree 2 8.33% 14 58.33%
Neutral 3 12.50% 2 8.33%
Disagree 11 45.83% 1 4.17%
Strongly Disagree 8 33.33% 1 4.17%
I try hard to participate in English speaking tasks even without incentives.
Strongly Agree 1 4.17%
100%
16 66.67%
100%
Agree 0 0% 4 16.67%
Neutral 1 4.17% 1 4.17%
Disagree 9 37.50% 0 0%
Strongly Disagree 13 54.17% 3 12.50%
I believe my speaking skills are improving in regular classroom activities.
Table 1
Pre- and Post-Intervention Results of the Likert Scale Survey on Students’ Speaking Attitudes
Evaluated Criteria Pre-Likert Scale Survey Post-Likert Scale Survey
Frequency Results Total Frequency Results Total
I usually feel nervous when I have to speak English in class.
Strongly Agree 12 50%
100%
2 8.33%
100%
Agree 6 25% 4 16.67%
Neutral 1 4.17% 1 4.17%
Disagree 4 16.67% 9 37.50%
Strongly Disagree 1 4.17% 8 33.33%
I feel motivated to speak English during regular class activities.
Strongly Agree 0 0%
100%
4 16.67%
100%
Agree 2 8.33% 11 45.83%
Neutral 4 16.67% 5 20.83%
Disagree 8 33.33% 2 8.33%
Strongly Disagree 10 41.67% 2 8.33%
I feel confident when participating in English speaking tasks.
Strongly Agree 0 0%
100%
4 16.67%
100%
Agree 3 12.50% 14 58.33%
Neutral 3 12.50% 3 12.50%
Disagree 6 25% 3 12.50%
Strongly Disagree 12 50% 0 0%
Speaking activities in English class are enjoyable and not stressful.
Strongly Agree 0 0%
100%
6 25%
100%
Agree 2 8.33% 14 58.33%
Neutral 3 12.50% 2 8.33%
Disagree 11 45.83% 1 4.17%
Strongly Disagree 8 33.33% 1 4.17%
I try hard to participate in English speaking tasks even without incentives.
Strongly Agree 1 4.17%
100%
16 66.67%
100%
Agree 0 0% 4 16.67%
Neutral 1 4.17% 1 4.17%
Disagree 9 37.50% 0 0%
Strongly Disagree 13 54.17% 3 12.50%
I believe my speaking skills are improving in regular classroom activities.
Vol. 12/ Núm. 4 2025 pág. 1807
Strongly Agree 1 4.17%
100%
5 20.83%
100%
Agree 2 8.33% 16 66.67%
Neutral 3 12.50% 1 4.17%
Disagree 10 41.67% 1 4.17%
Strongly Disagree 8 33.33% 1 4.17%
Some types of speaking activities make me feel more motivated than others.
Strongly Agree 8 33.33%
100%
10 41.67%
100%
Agree 3 12.50% 7 29.17%
Neutral 4 16.67% 6 25%
Disagree 7 29.17% 0 0%
Strongly Disagree 2 8.33% 1 4.17%
I would like to suggest new activities to make speaking class more interesting.
Strongly Agree 0 0%
100%
5 20.83%
100%
Agree 1 4.17% 14 58.33%
Neutral 1 4.17% 1 4.17%
Disagree 13 54.17% 2 8.33%
Strongly Disagree 9 37.50% 2 8.33%
I feel less afraid of making mistakes when speaking in English class.
Strongly Agree 0 0%
100%
8 33.33%
100%
Agree 5 20.83% 12 50%
Neutral 3 12.50% 2 8.33%
Disagree 6 25% 1 4.17%
Strongly Disagree 10 41.67% 1 4.17%
I usually speak actively in class during normal speaking activities.
Strongly Agree 1 4.17%
100%
7 29.17%
100%
Agree 4 16.67% 10 41.67%
Neutral 3 12.50% 4 16.67%
Disagree 12 50% 2 8.33%
Strongly Disagree 4 16.67% 1 4.17%
Note: This table was developed by the researcher to compare students’ pre- and post-Likert scale scores.
The following table (table 2) shows how students’ speaking performance improved
during the implementation of the gamified reward system. The overall mean increased from 2.61
in the pre-test to 3.48 in the post-test, pointing out an improvement of 0.87 points. Moreover,
students’ confidence (+1.3) and fluency (+1.0) revealed the highest improvement, suggesting that
a reword system encouraged students to speak English with more freedom and more confidence.
Additionally, students demonstrated better control of the language since the grammatical accuracy
Strongly Agree 1 4.17%
100%
5 20.83%
100%
Agree 2 8.33% 16 66.67%
Neutral 3 12.50% 1 4.17%
Disagree 10 41.67% 1 4.17%
Strongly Disagree 8 33.33% 1 4.17%
Some types of speaking activities make me feel more motivated than others.
Strongly Agree 8 33.33%
100%
10 41.67%
100%
Agree 3 12.50% 7 29.17%
Neutral 4 16.67% 6 25%
Disagree 7 29.17% 0 0%
Strongly Disagree 2 8.33% 1 4.17%
I would like to suggest new activities to make speaking class more interesting.
Strongly Agree 0 0%
100%
5 20.83%
100%
Agree 1 4.17% 14 58.33%
Neutral 1 4.17% 1 4.17%
Disagree 13 54.17% 2 8.33%
Strongly Disagree 9 37.50% 2 8.33%
I feel less afraid of making mistakes when speaking in English class.
Strongly Agree 0 0%
100%
8 33.33%
100%
Agree 5 20.83% 12 50%
Neutral 3 12.50% 2 8.33%
Disagree 6 25% 1 4.17%
Strongly Disagree 10 41.67% 1 4.17%
I usually speak actively in class during normal speaking activities.
Strongly Agree 1 4.17%
100%
7 29.17%
100%
Agree 4 16.67% 10 41.67%
Neutral 3 12.50% 4 16.67%
Disagree 12 50% 2 8.33%
Strongly Disagree 4 16.67% 1 4.17%
Note: This table was developed by the researcher to compare students’ pre- and post-Likert scale scores.
The following table (table 2) shows how students’ speaking performance improved
during the implementation of the gamified reward system. The overall mean increased from 2.61
in the pre-test to 3.48 in the post-test, pointing out an improvement of 0.87 points. Moreover,
students’ confidence (+1.3) and fluency (+1.0) revealed the highest improvement, suggesting that
a reword system encouraged students to speak English with more freedom and more confidence.
Additionally, students demonstrated better control of the language since the grammatical accuracy
Vol. 12/ Núm. 4 2025 pág. 1808
increased by 0.9 points. Consequently, it can be concluded that the intervention of a reward
system not only improved language performance but also encouraged students to participate
actively in speaking tasks.
Table 2
Students’ Progress in Speaking Skills Based on Pre- and Post-Test Results
Criteria Pre-test
Mean
Post-test Mean Improvement
Fluency 2.5 3.5 1.0
Pronunciation 2.9 3.5 0.6
Grammar 2.7 3.5 0.9
Vocabulary 2.7 3.3 0.6
Confidence 2.3 3.6 1.3
Overall Mean 2.61 3.48 0.87
Note: This table was developed by the researcher to compare students’ pre- and post-test mean scores.
The observation summary in table 3 supports the quantitative findings obtained from the
pre- and post-test results. Although all 24 students participated in the intervention, only five
students were randomly selected to observed their improvement over four weeks of using
gamified activities that implemented a reward system to encourage them to speak confidently in
English. The observation of the five students sample revealed progressive improvement in
speaking performance. At the beginning, students showed little willingness to speak; however, by
the end of the fourth week participants demonstrated greater motivation to participate, reduced
anxiety, and improved fluency, although not all reached full proficiency.
In the checklist, ✔ denotes that a behavior was observed, O signifies that it was
occasionally observed, and ✘ indicates that it was not observed. This step-by-step transformation
from ✘ to ✔ emphasizes the positive effect of using rewards to motivate learners. The results
imply that a reward-based system, although not being able to transform all students right away, is
able to build a supporting atmosphere for participation and speaking confidence in EFL
classrooms which would last for quite some time.
Table 3
Observation of Sample Students’ Speaking Performance (5 Students, 4 Weeks)
Criteria Week 1 ✔ Week 2 ✔ Week 3 ✔ Week 4 ✔
1. Volunteering to speak 10% 30% 50% 70%
2. Active participation 20% 40% 60% 70%
3. Confidence / eye contact 0% 20% 50% 60%
4. Attempting speech even if unsure 10% 30% 60% 70%
5. Positive attitude / enjoyment 20% 50% 60% 80%
increased by 0.9 points. Consequently, it can be concluded that the intervention of a reward
system not only improved language performance but also encouraged students to participate
actively in speaking tasks.
Table 2
Students’ Progress in Speaking Skills Based on Pre- and Post-Test Results
Criteria Pre-test
Mean
Post-test Mean Improvement
Fluency 2.5 3.5 1.0
Pronunciation 2.9 3.5 0.6
Grammar 2.7 3.5 0.9
Vocabulary 2.7 3.3 0.6
Confidence 2.3 3.6 1.3
Overall Mean 2.61 3.48 0.87
Note: This table was developed by the researcher to compare students’ pre- and post-test mean scores.
The observation summary in table 3 supports the quantitative findings obtained from the
pre- and post-test results. Although all 24 students participated in the intervention, only five
students were randomly selected to observed their improvement over four weeks of using
gamified activities that implemented a reward system to encourage them to speak confidently in
English. The observation of the five students sample revealed progressive improvement in
speaking performance. At the beginning, students showed little willingness to speak; however, by
the end of the fourth week participants demonstrated greater motivation to participate, reduced
anxiety, and improved fluency, although not all reached full proficiency.
In the checklist, ✔ denotes that a behavior was observed, O signifies that it was
occasionally observed, and ✘ indicates that it was not observed. This step-by-step transformation
from ✘ to ✔ emphasizes the positive effect of using rewards to motivate learners. The results
imply that a reward-based system, although not being able to transform all students right away, is
able to build a supporting atmosphere for participation and speaking confidence in EFL
classrooms which would last for quite some time.
Table 3
Observation of Sample Students’ Speaking Performance (5 Students, 4 Weeks)
Criteria Week 1 ✔ Week 2 ✔ Week 3 ✔ Week 4 ✔
1. Volunteering to speak 10% 30% 50% 70%
2. Active participation 20% 40% 60% 70%
3. Confidence / eye contact 0% 20% 50% 60%
4. Attempting speech even if unsure 10% 30% 60% 70%
5. Positive attitude / enjoyment 20% 50% 60% 80%
Vol. 12/ Núm. 4 2025 pág. 1809
6. Responding with fluency 10% 30% 50% 70%
7. Using full sentences 10% 30% 60% 70%
8. Improvement with rewards visible 10% 40% 60% 80%
9. Collaboration / helping peers 0% 20% 40% 60%
10. Reduction in hesitation / anxiety 10% 30% 60% 70%
Note: Percentages represent the proportion of the 5-student sample who consistently demonstrated the behavior (
✔)
CONCLUSIONS
This study examined the impact of gamification through a reward system on enhancing
speaking confidence in EFL eighth-grade students. After the intervention, findings revealed that
students demonstrated a significant improvement in students’ confidence and participation in
speaking activities. Data collected from pre- and post-tests, Likert-scale, and classroom
observations indicated that students feel less anxious, more motivated, and more willing to
express themselves in English, suggesting that gamified activities focus on a reward system
fostered students’ confidence to participate in oral communication activities.
Regarding the first specific objective, the observation classroom checklist demonstrated
a progressive improvement in students’ willingness to speak, fluency, and body language,
confirming that using a reward system had a positive influence on students’ oral participation and
self-confidence. On the other hand, in relation to the second specific objective, Likert-surveys
results showed a remarkable increase in students’ motivation and confidence when they
participated in English speaking tasks.
Therefore, it can be established that the application of gamification, specifically a reward
system for motivated students to participate during speaking activities could be an effective
pedagogical strategy to fortify students’ confidence and engagement in EFL speaking context.
Nevertheless, this study was limited by its small among of participants, short duration of
intervention and lack of a control group. However, future research should extend the intervention
period and include a bigger range of participants gain to a deeper understanding of gamification’s
long-term effects on speaking confidence and language learning.
6. Responding with fluency 10% 30% 50% 70%
7. Using full sentences 10% 30% 60% 70%
8. Improvement with rewards visible 10% 40% 60% 80%
9. Collaboration / helping peers 0% 20% 40% 60%
10. Reduction in hesitation / anxiety 10% 30% 60% 70%
Note: Percentages represent the proportion of the 5-student sample who consistently demonstrated the behavior (
✔)
CONCLUSIONS
This study examined the impact of gamification through a reward system on enhancing
speaking confidence in EFL eighth-grade students. After the intervention, findings revealed that
students demonstrated a significant improvement in students’ confidence and participation in
speaking activities. Data collected from pre- and post-tests, Likert-scale, and classroom
observations indicated that students feel less anxious, more motivated, and more willing to
express themselves in English, suggesting that gamified activities focus on a reward system
fostered students’ confidence to participate in oral communication activities.
Regarding the first specific objective, the observation classroom checklist demonstrated
a progressive improvement in students’ willingness to speak, fluency, and body language,
confirming that using a reward system had a positive influence on students’ oral participation and
self-confidence. On the other hand, in relation to the second specific objective, Likert-surveys
results showed a remarkable increase in students’ motivation and confidence when they
participated in English speaking tasks.
Therefore, it can be established that the application of gamification, specifically a reward
system for motivated students to participate during speaking activities could be an effective
pedagogical strategy to fortify students’ confidence and engagement in EFL speaking context.
Nevertheless, this study was limited by its small among of participants, short duration of
intervention and lack of a control group. However, future research should extend the intervention
period and include a bigger range of participants gain to a deeper understanding of gamification’s
long-term effects on speaking confidence and language learning.
Vol. 12/ Núm. 4 2025 pág. 1810
REFERENCES
Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd
ed.). White Plains, NY: Longman.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney, Australia: National Centre for English
Language Teaching and Research.
Bygate, M. (1987). Speaking. New York: Oxford University Press.
Chaney, A. L., & Burk, T. L. (1998). Teaching oral communication in grades K–8. Boston, MA:
Allyn & Bacan.
Chen, Z. (2023). The Influence of School’s Reward Systems on Students’ Development. Journal
of Education, Humanities and Social Sciences, 8, 1822-1827.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches
(4th ed.). Thousand Oaks, CA: Sage.
Education First. (2025, April, 25). EF English Proficiency Index.
https://www.ef.com/wwen/epi/regions/latin-america/ecuador/
Golkovaa, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia
- Social and Behavioral Sciences, 477-481.
Harmer, J. (2007). The Practice of English Language Teaching. Harlow, England: Pearson
Longman.
Hybels, S., & Weaver, R. L. (2001). Communicating effectively (6th ed.). Boston, MA: McGraw-
Hill.
Ilyosovna , N. A. (2020). The Importance of English Language. International Journal on Orange
Technologies, 2(1), 22-24.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and
Strategies for Training and Education. San Francisco, California: Pfeiffer.
Leonita, N. N., Apriyanti, N. P., Krismayani, N. W., Joni, D. A., & Budiarta, I. K. (2023).
Speaking Skill in 21st-Century: Students' Perceptions and Challeges in English Language
Teaching. Premise Journal of English Education, 12(2), 614-628.
Mala, M. A., Moreira, L. L., & Vera, G. A. (2024). Motivation in the Development of Listening
and Speaking Skills in English Learners: A Review. Estudios y Perspectivas Revista
Científica y Académica, 4(2), 1509-1527.
Masduqi, H. (2016). Integrating Receptive Skills and Productive Skills into a Reading Lesson.
Proceeding The 2nd International Conference on Teacher Training and Education Sebelas
Maret University, 2(1), 507-511.
Ministerio de Educación del Ecuador. (2016). Currículo de los niveles de Educación Obligatoria:
Subnivel de Educación General Básica Superior y Nivel de Bachillerato. Quito, Ecuador:
Ministerio de Educación del Ecuador.
REFERENCES
Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd
ed.). White Plains, NY: Longman.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney, Australia: National Centre for English
Language Teaching and Research.
Bygate, M. (1987). Speaking. New York: Oxford University Press.
Chaney, A. L., & Burk, T. L. (1998). Teaching oral communication in grades K–8. Boston, MA:
Allyn & Bacan.
Chen, Z. (2023). The Influence of School’s Reward Systems on Students’ Development. Journal
of Education, Humanities and Social Sciences, 8, 1822-1827.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches
(4th ed.). Thousand Oaks, CA: Sage.
Education First. (2025, April, 25). EF English Proficiency Index.
https://www.ef.com/wwen/epi/regions/latin-america/ecuador/
Golkovaa, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia
- Social and Behavioral Sciences, 477-481.
Harmer, J. (2007). The Practice of English Language Teaching. Harlow, England: Pearson
Longman.
Hybels, S., & Weaver, R. L. (2001). Communicating effectively (6th ed.). Boston, MA: McGraw-
Hill.
Ilyosovna , N. A. (2020). The Importance of English Language. International Journal on Orange
Technologies, 2(1), 22-24.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and
Strategies for Training and Education. San Francisco, California: Pfeiffer.
Leonita, N. N., Apriyanti, N. P., Krismayani, N. W., Joni, D. A., & Budiarta, I. K. (2023).
Speaking Skill in 21st-Century: Students' Perceptions and Challeges in English Language
Teaching. Premise Journal of English Education, 12(2), 614-628.
Mala, M. A., Moreira, L. L., & Vera, G. A. (2024). Motivation in the Development of Listening
and Speaking Skills in English Learners: A Review. Estudios y Perspectivas Revista
Científica y Académica, 4(2), 1509-1527.
Masduqi, H. (2016). Integrating Receptive Skills and Productive Skills into a Reading Lesson.
Proceeding The 2nd International Conference on Teacher Training and Education Sebelas
Maret University, 2(1), 507-511.
Ministerio de Educación del Ecuador. (2016). Currículo de los niveles de Educación Obligatoria:
Subnivel de Educación General Básica Superior y Nivel de Bachillerato. Quito, Ecuador:
Ministerio de Educación del Ecuador.
Vol. 12/ Núm. 4 2025 pág. 1811
Nunan, D. (2003). Practical English language teaching. New York, NY: McGraw-Hil.
Ork, Y., Chin, P., Ban, T., & Em, S. (2024). Factors causing students' challenges in learning
English speaking skills: A review of empirical works. Cambodian Journal of Educational
and Social Sciences (CJESS), 1(1), 26-36.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge:
Cambridge University Press.
Su, C.-H., & Cheng, C.-H. (2015). A mobile gamification learning system for improving the
learning motivation and achievements. Journal of Computer Assisted Learning, 31(3),
268-286.
Salkind, N. J. (2010). Encyclopedia of research design (Vol. 1). Thousand Oaks, CA: SAGE
Publications.
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your
Business. Philadelphia, Pennsylvania: Wharton Digital Press.
Zicherman, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game
Mechanics in Web and Mobile Apps. Sebastopol, California: O'Reilly Media.
Nunan, D. (2003). Practical English language teaching. New York, NY: McGraw-Hil.
Ork, Y., Chin, P., Ban, T., & Em, S. (2024). Factors causing students' challenges in learning
English speaking skills: A review of empirical works. Cambodian Journal of Educational
and Social Sciences (CJESS), 1(1), 26-36.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge:
Cambridge University Press.
Su, C.-H., & Cheng, C.-H. (2015). A mobile gamification learning system for improving the
learning motivation and achievements. Journal of Computer Assisted Learning, 31(3),
268-286.
Salkind, N. J. (2010). Encyclopedia of research design (Vol. 1). Thousand Oaks, CA: SAGE
Publications.
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your
Business. Philadelphia, Pennsylvania: Wharton Digital Press.
Zicherman, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game
Mechanics in Web and Mobile Apps. Sebastopol, California: O'Reilly Media.