Teachers' Perceptions towards Using Gamification in Teaching Grammar for Non-English Majored Students

As can be shown in literature, new technology has had a positive impact on learning in a variety of ways. Gamification has recently been used prominently in teaching and learning in general and in English language teaching in particular. Gamification has demonstrated its efficacy in boosting students' assimilation with the instructional content and increasing their competency in the educational process. Due to the difficulty and rigorous nature of learning and teaching a new language, learners typically require motivation. The aim of this study was to investigate teachers' perceptions towards the use of gamification in teaching grammar for non-English majored students at a vocational college in Vietnam. The participants were 20 English teachers who had at least three years of experience teaching English at this institution. Their opinions were collected through a questionnaire with 14 questions, and the results show that the teachers have positive perceptions of the pedagogical value of gamification in English grammar teaching. In addition, good attitudes towards the utilization of gamification are seen. Positive perceptions of the effectiveness of gamification usage in English grammar teaching are also recorded by most of the participants, but around 30% do not try to incorporate as many games as possible into the grammar lessons. It is recommended that the time allocated for gamification and the types of games that are suitable for every facet of grammar should be paid more attention.