Exploring Indonesian EFL Learners’ Motivation Through Game-Based English Language Learning

This study explored how game based learning platforms influenced Indonesian EFL learners’ motivation in technology supported English learning. A qualitative case study design was employed to examine students’ experiences, perceptions, and responses to gamified English learning activities. Data were collected from purposively selected undergraduate EFL learners through semi structured interviews, classroom observations, and relevant learning documents. The data were analyzed using reflexive thematic analysis to identify recurring patterns related to students’ motivational experiences. The findings showed that game based learning increased students’ motivation by making English activities more enjoyable, interactive, challenging, and engaging. Students reported stronger willingness to participate when activities provided clear goals, immediate feedback, opportunities for collaboration, and visible evidence of progress. However, the motivational effects varied according to students’ English proficiency, confidence, previous digital experience, and perceptions of competition and rewards. The findings also indicated that lecturer support and task design played an important role in determining whether game based activities produced meaningful engagement. Activities that were closely connected to English learning objectives encouraged stronger participation, whereas excessive competition, repetitive tasks, or an emphasis on game mechanics could reduce motivation. The study concluded that gamification was most effective when game based technology was integrated with purposeful language learning and appropriate pedagogical support. The findings contribute to EFL research by providing a contextual understanding of how Indonesian university students experienced gamified learning and offer practical implications for lecturers seeking to design more motivating and learner centred English instruction.