Motivation, engagement, and autonomy in gamified mobile-assisted language learning: undergraduate EFL learners’ perspectives

A mixed-methods study exploring Saudi undergraduate English as a foreign language (EFL) learners' perspectives on gamified mobile-assisted language learning (MALL) revealed consistently high levels of positive perception regarding its impact on motivation, engagement, autonomy, confidence, social interaction, and perceived effectiveness. The research utilized a structured questionnaire for 175 students and semi-structured interviews with 12 female participants.

This study highlights the potential of gamified mobile-assisted learning technologies to enhance educational outcomes across multiple dimensions. Understanding learner perceptions regarding motivation, engagement, and effectiveness is crucial for the strategic development and implementation of future educational technologies and pedagogical approaches, especially in diverse cultural contexts.

Gamified mobile-assisted language learning (MALL) is perceived positively by undergraduate EFL learners.

Forward consideration, not a verified fact.