Beyond the Fun Factor: Secondary School Students' Interest and Perceptions of Gamified English Language Learning in Dungun, Malaysia

Abstract

Gamification has become increasingly prominent in English language education because of its potential to support learner motivation, participation, and engagement. However, positive responses to gamified activities should not automatically be interpreted as evidence that gamification makes language learning easier or produces measurable improvements in proficiency. This study examined secondary school students' interest in and perceptions of gamified English language learning in Dungun, Terengganu, Malaysia. A quantitative survey design was employed with 60 students from four national secondary schools representing urban and rural school contexts. Data were collected using a 20 item questionnaire comprising 10 items on student interest and 10 items on perceptions of gamified English learning. The findings revealed strong reported interest (M = 3.45, SD = 0.53) and similarly positive overall perceptions (M = 3.47, SD = 0.54). Students responded particularly positively to the perceived contribution of gamification to motivation, participation, collaboration, and mastery of English. Nevertheless, comparatively lower evaluations were recorded for the extent to which gamification made English easier to learn and, most notably, for students' ability to access gamified materials without restrictions of time and place. The findings suggest that students value gamification primarily as an engaging and potentially supportive learning approach, but positive perceptions should not be equated with demonstrated language achievement or unrestricted technological access. Pedagogically, gamification appears most promising when game elements are aligned with meaningful language learning objectives and implemented with consideration for accessibility. The questionnaire is presented as a descriptive survey instrument rather than as a validated psychometric scale, and the findings are reported at item level so that divergence within an otherwise favourable response profile remains visible.