Gamified Flipped Classroom for Teaching EFL Productive Skills: Exploring Teachers’ Practices and Challenges in an Islamic University

Niasisca Agustia Wardani; Saefurrohman Saefurrohman; Elvira S.  Balinas

Authors

Niasisca Agustia Wardani English Language Education, Postgraduate Program, Universitas Muhammadiyah Purwokerto, Purwokerto, Indonesia
Saefurrohman Saefurrohman English Language Education, Universitas Muhammadiyah Purwokerto, Central Java, Indonesia
Elvira S. Balinas Angeles University Foundation, Philippines

Keywords:

Gamified Flipped Classroom, Productive Skills, EFL Instruction, Teacher Practices, Student Engagement

Abstract

This study explores the implementation of a gamified flipped classroom model by English as a Foreign Language (EFL) teachers at an Islamic university to teach productive skills, specifically speaking and writing. The research aimed to explore the practical application of this model as well as the challenges and opportunities encountered by teachers and students. A qualitative case study design was employed, focusing on a university language enrichment program. Data collection involved preliminary and semi-structured interviews with two EFL teachers and four undergraduate students, in addition to non-participant classroom observations. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to analyze the data. The findings indicate that teachers utilized familiar digital platforms, such as WhatsApp and a Learning Management System (LMS), to deliver pre-class flipped content, allowing classroom time to be dedicated to collaborative, gamified activities. This approach fostered student engagement, motivation, and confidence, particularly in group tasks. Despite the presence of challenges such as technological limitations and varied learner readiness, the model effectively transformed teachers into facilitators and created a student-centered environment that supports productive language development. The study concludes that the success of a gamified flipped classroom is dependent on thoughtful planning, accessibility to digital resources, and differentiated instruction. Furthermore, it contributes to the understanding of blended pedagogical models in higher education EFL settings.

References

Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of Flipped Classroom Model and its Effectiveness on English Speaking Performance. International Journal of Emerging Technologies in Learning (iJET), 14(9), 130–143. https://doi.org/10.3991/ijet.v14i09.10348:contentReference[oaicite:5]{index=5}

Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL Students’ Perception on the Implementation of Flipped Classroom Model. Journal of Language Teaching and Research, 8(3), 476-484. DOI: http://dx.doi.org/10.17507/jltr.0803.05.

Aimin, L. (2013). The Study of Second Language Acquisition under Socio-Cultural Theory. American Journal of Educational Research, 1(5), 162–167. https://doi.org/10.12691/education-1-5-3

Aisyah, S., Rasyid, M. N. A., Nasrum, J., Djamereng, J., & Asnur, S. M. (2024). Exploring EFL Students’ Perspective in Improving Their English Productive Skills: Existing Competencies and Encountered Challenges. ELITE: English and Literature Journal, 11(1), 33–51. https://doi.org/10.24252/elite.v11i1.47166

Aljohani, O. (2017). Principles of “Constructivism” in Foreign Language Teaching. Journal of Literature and Art Studies, 7(1), 97–107. https://doi.org/10.17265/2159-5836/2017.01.013

Ampa, A. T., & Akib, E. (2018). The Students’ Learning Achievement of the English Productive Skills. Advances in Social Science, Education and Humanities Research, 254, 395–399. Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press. https://doi.org/10.2991/conaplin-18.2019.287:contentReference[oaicite:0]{index=0}

Aydın, S. (2018). Technology and Foreign Language Anxiety: Implications for Practice and Future Research. Journal of Language and Linguistic Studies, 14(2), 193-211.

Bergmann, J., Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education: USA.

Bicen, H., and Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. Int. J. Emerg. Technol. Learn, 13, 72–93. doi: 10.3991/ijet.v13i02.7467

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chen, Y., Wang, Y., & Chen, N. S. (2020). Is FLIP Enough? Or Should We Use the FLIPPED Model Instead?. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751

Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, Self‐confidence, and Group Cohesion in the Foreign Language Classroom. Language Learning, 44(3), 417–448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x

Creswell, J. W. (2013). Qualitative Inquiry & Research Design. (3rd ed.). SAGE Publication

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2015). From Game Design Elements to Gamefulness: defining "Gamification." In Proceedings of the 15th International Academic MindTrek Conference (pp. 9-15).

Estremera, M. L. (2023). Features of Behaviourism in Second Language Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View. International Journal of Social Sciences and Humanities Invention, 10(3), 7756–7777. https://doi.org/10.18535/ijsshi/v10i03.02

Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia - Social and Behavioral Sciences, 143, 477–482. https://doi.org/10.1016/j.sbspro.2014.07.520

Gündüz, A. Y., & Akkoyunlu, B. (2020). The Effectiveness of Gamification in Flipped Learning. Sage Open, 1-16. DOI: 10.1177/2158244020979

Gürbüz, C., & Cabaroğlu, N. (2021). EFL students’ perceptions of oral presentations: Implications for motivation, language ability and speech anxiety. Journal of Language and Linguistic Studies, 17(1), 600-614. Doi: 10.52462/jlls.41

Graham, S., & Perin, D. (2018). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Reading Research Quarterly, 53(4), 452-464.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 2014 47th Hawaii International Conference on System Sciences, 3025-3034.

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045

Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125 - 132

Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2020). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 7, 235–258. https://doi.org/10.1007/s40692-019-00142-8

Hyland, K. (2016). Teaching and Researching Writing (3rd ed.). London: Routledge.

Kaur, D., & Aziz, A. A. (2020). The Use of Language Game in Enhancing Students’ Speaking Skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687–706. https://doi.org/10.6007/IJARBSS/v10-i12/8369:contentReference[oaicite:4]{index=4}

Kholis, A., Abadi, A. S., Meilani, R. I., Sholihah, A. F., & Al Amri, A. W. (2025). Innovating Indonesian Islamic Elementary English Education through a 5C Skills-Oriented Digital Game Application. Register Journal, 18(1), 48–75. https://doi.org/10.18326/rgt.v18i1.48-75

Kraus, H., Zhu, Y., & Deng, G. (2020). Gamification in Large EFL Classes: a Preliminary Investigation. Electronic Journal of Foreign Language Teaching. 17 (2), 381-391.

Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1–5.

Lo, C. K., & Hew, K. F. (2017). A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. DOI 10.1186/s41039-016-0044-2

Malik, S., Qin, H., Oteir, I., & Soomro, M. A. (2021). Detecting Perceived in FLSA: The Socio-Psycholinguistics Study of EFL University Learners. Advances in Language and Literary Studies, 12(1), 34-45. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.34

McLean, A. C. (2012). Destroying the Teacher: The Need for Learner-Centered Teaching. English Teaching Forum, 50(1), 32-35

Mohammad, T., & Khan, S. I. (2023). Flipped Classroom: An Effective Methodology to Improve Writing Skills of EFL Students. World Journal of English Language, 13(5), 468–477. https://doi.org/10.5430/wjel.v13n5p468:contentReference[oaicite:0]{index=0}

Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach. International Journal of Instruction, 11(3), 265–276. https://doi.org/10.12973/iji.2018.11319a

Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge: New York.

Nunan, D. (2003). Practical English language teaching. McGraw-Hill.

Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, 8(4), 999 – 1011. doi: 10.12973/eu-jer.8.4.999

Parra-González, M. E., Belmonte, J. L., Segura-Robles, A., Cabrera, A. F. (2020). Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability,12(2). Doi: 10.3390/su12020602

Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge University Press.

Sharma, V. K. (2015). How do Productive Skills of Saudi Students Affect EFL Learning and Teaching. Asian Journal of Humanities and Social Sciences, 3(2), 91–101. https://www.researchgate.net/publication/283791305:contentReference[oaicite:8]{index=8}

Shuhratovna, I. N. (2024). The Vital Role of Productive Skills in Learning English (Speaking and Writing). International Conference on Interdisciplinary Science, 1(11), 160–162. https://universalconference.us:contentReference[oaicite:6]{index=6}

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292.

Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Criesta, A. I. (2019). Analyzing Gamification Elements in Educational Environments Using an Existing Gamification Taxonomy. Smart Learning Environments, 6(16). https://doi.org/10.1186/s40561-019-0106-1

Tovar Viera, V. R., Medina Jerez, E. L., & Bajaña Pineda, M. L. (2024). Challenges in Developing Productive Skills in English: Learners’ Insights. Salud, Ciencia y Tecnología – Serie de Conferencias, 3, Article 659. https://doi.org/10.56294/sctconf2024.659:contentReference[oaicite:7]{index=7}

Yin, R. K. (2014). Case Study Research: Design and Methods. (5th ed.). Thousand Oaks.

Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: A case study. Innovations in Education and Teaching International, 53(6), 660–670. https://doi.org/10.1080/14703297.2015.1102079

Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.

Zainuddin, Z. (2017). First-Year College Students’ Experiences in the EFL Flipped Classroom: A Case Study in Indonesia. International Journal of Instruction, 10(1), 133 -150.

Zainuddin, Z., Shujahat, M., Chu, S. K. W., Haruna, H., & Farida, R. (2019). The effects of gamified flipped instruction on learner performance and need satisfaction: A study in a low-tech setting. Information and Learning Sciences, 120(11–12), 789–802. https://doi.org/10.1108/ILS-07-2019-0067