FROM PASSIVE TO PROACTIVE: GAMIFYING GRAMMAR AND ENGAGEMENT IN THE ENGLISH CLASSROOM

This study addresses a prevalent issue in contemporary language education: student disengagement with grammar instruction. Despite its fundamental role in developing linguistic proficiency, traditional rote learning approaches often fail to captivate students, resulting in diminished motivation and poor outcomes. To investigate potential solutions, a mixed-methods research design was applied, comparing the effectiveness of gamified grammar instruction with traditional pedagogical approaches. The study involved a control group engaged in conventional grammar teaching and an intervention group utilizing gamification tools such as Kahoot! and digital board games. Preliminary findings suggest that gamified instruction significantly enhances students' intrinsic motivation, engagement, and overall performance in grammar-related tasks. These insights are grounded in Self-Determination Theory (SDT), emphasizing the importance of autonomy, competence, and relatedness in fostering a proactive learning environment. The results indicate a pressing need for educators to reconsider their approaches to grammar instruction, advocating for the integration of gamification to cultivate a more engaging and effective educational experience.