GAMIFICATION AND ITS EFFECT ON MOTIVATION AND VOCABULARY ACQUISITION AMONG UZBEK LEARNERS

This article investigates the effect of gamification on motivation and vocabulary acquisition among Uzbek learners studying English as a Foreign Language (EFL). Gamification, defined as the integration of game design elements into non-game educational contexts, has emerged as a promising pedagogical approach. The study applies a quasi-experimental design involving control and experimental groups to measure changes in learners’ motivation and lexical competence. The findings indicate that gamified instruction significantly improves students’ intrinsic motivation, classroom engagement, and vocabulary retention. The results suggest that gamification can be effectively integrated into Uzbek EFL classrooms to enhance learning outcomes.