Culturally Responsive Gamification in Indigenous English Education: Exploring Teacher Practices and Adaptations in Rural Orang Asli Primary Schools

Abstract

This study investigates the efficacy of gamification as a pedagogical intervention to enhance English language acquisition among Orang Asli primary students in rural Malaysia. Utilizing a qualitative exploratory case study design, this research examines teacher perspectives on the integration of game-based learning within resource-constrained environments. Findings indicate that while both offline games such as word puzzles and board games and select digital tools (e.g., Quizziz, Live Worksheets) effectively foster student engagement and cognitive focus, their implementation is contingent upon technological infrastructure and pedagogical support. Furthermore, the data underscores the critical role of cultural contextualization in maximizing instructional efficacy. Despite these benefits, teachers encounter systemic barriers, including resource limitations, inadequate training, and curricula misalignment. This study concludes by advocating for the development of flexible, culturally responsive, and resource-appropriate pedagogical frameworks to support sustainable English education within Indigenous communities.