GAMIFICATION AND DIFFERENTIATED INSTRUCTION: TAILORING FOR LEARNERS AT DIFFERENT PROFICIENCY LEVELS
Keywords:
Gamification, differentiated instruction, CEFRAbstract
This thesis explores how gamification can be purposefully combined with differentiated instruction to improve engagement and learning outcomes for English language learners at varying proficiency levels. Drawing on motivation theory, the CEFR competence framework, and design-based pedagogy, the paper proposes a principled alignment of game mechanics with tiered goals, adaptive content, and scaffolded activity structures. The argument is developed through a design-oriented synthesis of prior research and an illustrative classroom model that integrates badges, points, narrative quests, and collaborative challenges with leveled texts, multimodal input, and flexible assessment paths. Results from the literature indicate that gamified systems are most effective when they support autonomy, competence, and relatedness while simultaneously offering personalized routes to the same curricular aims. The paper concludes with implementation considerations regarding feedback, ethics, equity, and sustainability in everyday EFL practice.
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