Global Journal of English Language Teaching

The purpose of this study is to investigate the impact of task-based language teaching integrated with gamified scenario design on enhancing oral English participation and learning motivation among low-proficiency junior high school students. Data were collected through classroom observations, student interviews, and questionnaires administered before and after the intervention. Qualitative data from observations and interviews were thematically analyzed, while quantitative data from questionnaires were statistically examined to assess changes in motivation and participation. The integration of task-based language teaching with gamified scenario design significantly increased students’ motivation for oral participation. Learners demonstrated greater engagement, a higher willingness to speak, and improved confidence in using English. Qualitative feedback highlighted specific gamified elements (e.g., points, narratives, challenges) as key contributors to this enhanced motivation and active learning. Gamified task-based scenarios are an effective pedagogical strategy for fostering oral participation and learning motivation in low-proficiency junior high English learners. This approach creates an interactive and supportive environment conducive to language practice and skill development. Educators can utilize the principles and strategies of gamified scenario design within TBLT to develop more targeted and engaging tasks. This study offers practical insights for creating activities aligned with students’ real-world needs, emphasizing the importance of timely feedback and rewards to ultimately enhance oral proficiency and sustained learner interest.