VietTESOL International Convention 2026

In recent years, the application of gamification to enhance students’ interest in English learning has received more attention, and this technique has been found to support students’ language skills and vocabulary. However, while extensive studies have been carried out on the connection between gamification and motivation or students’ engagement, there remains a significant gap in the literature concerning its impacts on students’ learning interest. To address this deficit, this study aims to investigate the influences of gamification on students’ interest when it is implemented in English classrooms for non-English major students at Nha Trang University. This study adopted a mixed-method approach, combining both quantitative and qualitative techniques. Descriptive statistics and exploratory analysis were used to summarize and analyze the data. The empirical findings indicate that gamification in English teaching positively influenced students’ interest in learning; however, the extent of its impact was relatively moderate. Furthermore, the results showed that digital activities were the most commonly used in English classes. Among the five examined gamification elements, social elements, including Competition and Cooperation, were perceived as the most effective in enhancing students’ interest, whereas Acknowledgement was considered the least effective. Overall, this study contributes to understanding the relationship between gamification and students’ interest in learning English.