Instructional Design Process of a Gamified EFL Learning to Improve Autonomy

Abstract

Gamification is an appealing technique in language learning contexts. The number of studies on the effect of gamification continues to increase. Gamifying an instructional setting requires a careful design process and balanced integration. Designing an instruction that would involve modifications and additions to an existing structure requires various crucial steps. Thus, this study aimed to develop innovative gamified modules to be used and recycled by English teachers to improve learner autonomy in the English as a foreign language (EFL) context. To achieve this, a series of instructional design (ID) procedures was used, including preliminary investigation, meetings with administration and teachers, gamification training, needs analysis, product design, development, piloting, and periodic formative evaluation sessions. As a result, a gamified package consisting of seven online modules to complement EFL instruction was created. The ID process can serve as a practical guide to practitioners and researchers who wish to conduct similar processes in the EFL context.