DIDACTIC PRINCIPLES OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING: THE ALIGNMENT OF GOALS, CONTENT, AND LEARNING ACTIVITIES

Abstract

This thesis examines how gamification can be deliberately aligned with didactic principles in English language teaching so that goals, content, and learning activities form a coherent whole. Drawing on constructive alignment, self-determination theory, and CEFR competence descriptors, the paper argues that the educational potential of game elements depends on their explicit linkage to communicative outcomes and evidence-based feedback. The study adopts a design-based synthesis of the literature and proposes a classroom model in which points, badges, narrative quests, and collaborative roles are treated as carriers of learning intent rather than superficial incentives. The analysis shows that goal transparency, calibrated input complexity, task authenticity, formative analytics, and autonomy-supportive choice can transform gamified routines into meaningful practice for diverse proficiency levels. The article concludes with implications for equitable assessment, workload sustainability, and ethical use of learner data in everyday EFL contexts.