Хорижий лингвистика ва лингводидактика 4-том 6-нөмір (2026) · 38-43-беттер
GAMIFICATION VS. GAME-BASED LEARNING: CLARIFYING THE DISTINCTION IN VOCABULARY INSTRUCTION
Mukhamedova, Shakhlo, Мухамедова, Шахло, Muxamedova, Shaxlo
Аңдатпа
The concepts of gamification and game-based learning (GBL) are frequently conflated in applied linguistics literature, leading to inconsistent pedagogical frameworks and ambiguous research findings in lexical instruction. This article clarifies the theoretical and practical distinction between the two constructs within the domain of vocabulary teaching. Drawing on a systematic review of empirical and conceptual studies published between 2010 and 2024, this paper analyzes how each approach operationalizes motivation, learner engagement, and lexical acquisition differently. The findings suggest that gamification – the application of game design elements to non-game contexts – primarily leverages extrinsic motivation through mechanics such as points, badges, and leaderboards, while GBL employs complete game environments to foster deep, contextual vocabulary acquisition. Implications for EFL/ESL curriculum design, digital tool selection, and further research are discussed.
gamification, game-based learning, vocabulary instruction, lexical acquisition, EFL, motivation, language pedagogy.
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