Students' and Teachers' Perceptions of Gamification Tools as English Learning Media in the EFL Classroom

Abstract

Gamification tools such as Quizizz and Kahoot are increasingly utilized to enhance student engagement in English as a Foreign Language (EFL) classroom. However, the practical implementation of these digital platforms presents unique challenges and contrasting experiences for both students and educators. This research aimed to investigate students' and teachers' perceptions of gamification tools as English learning media by systematically examining the four core constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT): Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC). This study employed a mixed-methods research design at a public junior high school in East Java, Indonesia. Quantitative data were collected through a 12-item closed-ended questionnaire distributed to 19 ninth-grade students using total sampling, while qualitative data were gathered through in-depth, semi-structured interviews with two experienced English teachers selected via purposive sampling. The quantitative data were analyzed using descriptive statistics to determine mean scores, while the qualitative data were analyzed deductively using thematic analysis. The results were then methodologically triangulated to provide a comprehensive evaluation of the pedagogical realities in the classroom. The triangulated findings revealed a complex but highly positive dynamic regarding gamification acceptance. For Performance Expectancy, students strongly believed the tools made learning easier (Mean = 3.84), while teachers actively leveraged this engagement but cautioned that students often prioritized speed and competition over actual language mastery. Regarding Effort Expectancy, students found the platforms highly intuitive to navigate via smartphones (Mean = 3.89); conversely, teachers experienced a hidden administrative burden, describing a “double work” effort during lesson preparation despite the long-term benefits of automated grading. For Social Influence, both groups reported a highly supportive and collaborative environment (Mean = 3.84), though teachers frequently had to negotiate restrictive school policies regarding smartphone usage. Finally, regarding Facilitating Conditions, both groups identified technical barriers, with students giving their lowest rating (Mean = 3.26) to the availability of sufficient internet and supportive devices. The study concludes that the successful integration of gamification in the EFL classroom does not depend solely on ideal school infrastructure, but rather on teachers' pedagogical resourcefulness in overcoming technical difficulties and actively channelling competitive enthusiasm into genuine academic achievement.