ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-2.889,
2024-6.875 Resea chBib IF: 9.948 / 2024
VOLUME-5, ISSUE-10
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ENHANCING READING COMPREHENSION SKILLS IN ENGLISH THROUGH
GAMIFICATION FOR 5 h – 7 h – GRADE STUDENTS
Ka imo a Muyassa Rus amjon’s daugh e
An English eache a school 26
Email: [email p o ec ed]
Phone: +998931799219
Abs ac : This s udy explo es he impac o gami ica ion on he eading comp ehension skills o 5 h–
7 h g ade ESL s uden s. Using a quasi-expe imen al design, he esea ch compa es an expe imen al
g oup, which engaged in gami ied eading ac i i ies, wi h a con ol g oup ha ollowed adi ional
me hods. The esul s show ha he expe imen al g oup demons a ed a 25% imp o emen in
comp ehension sco es, while he con ol g oup imp o ed by only 10%, p o ing he e ec i eness o
gami ica ion.
Keywo ds: Gami ica ion, ESL, eading comp ehension, s uden engagemen , Flow Theo y, Sel -
De e mina ion Theo y, language lea ning, mo i a ion, game-based lea ning.
ПОВЫШЕНИЕ НАВЫКОВ ПОНИМАНИЯ ПРОЧИТАННОГО НА АНГЛИЙСКОМ
ЯЗЫКЕ С ПОМОЩЬЮ ГЕЙМИФИКАЦИИ У УЧАЩИХСЯ 5–7 КЛАССОВ
Каримова Муйасар Рустамжоновна
Учитель английского языка школы №26
Электронная почта: ka imo amuyassa [email protected]
Телефон: +998931799219
Аннотация: Данное исследование рассматривает влияние геймификации на развитие навыков
понимания прочитанного у учащихся 5–7 классов, изучающих английский язык как
иностранный (ESL). Используя квазиэкспериментальный дизайн, исследование сравнивает
экспериментальную группу, участвовавшую в геймифицированных заданиях по чтению, и
контрольную группу, которая занималась по традиционным методам. Результаты показали, что
экспериментальная группа улучшила результаты понимания прочитанного на 25%, тогда как
контрольная группа — лишь на 10%, что подтверждает эффективность геймификации.
Ключевые слова: геймификация, ESL, понимание прочитанного, вовлеченность учащихся,
теория потока, теория самоопределения, изучение языка, мотивация, обучение на основе игр.
5–7-SINF O‘QUVCHILARI UCHUN INGLIZ TILIDA O‘QISHNI TUSHUNISH
KO‘NIKMALARINI GEYMIFIKATSIYA ORQALI RIVOJLANTIRISH
Ka imo a Muyassa Rus amjon qizi
26-mak ab ingliz ili o‘qi u chisi
Elek on poch a: [email p o ec ed]
Tele on: +998931799219
Anno a siya: Ushbu adqiqo 5–7-sin o‘qu chila ining ingliz ilida o‘qishni ushunish
ko‘nikmala iga gejmi ika siyaning a’si ini o‘ ganadi. Tadqiqo da k aziekspe imen al dizayn asosida
o‘yin elemen la iga asoslangan o‘qish mashg‘ulo la i bilan shug‘ullangan aj iba gu uhi a an’ana iy
usulla da o‘qigan nazo a gu uhi aqqoslandi. Na ijala shuni ko‘ sa diki, aj iba gu uhi o‘qu chila i
o‘qishni ushunish es la ida 25% yaxshilanish ko‘ sa gan, nazo a gu uhi esa a igi 10% ga oshgan.
Bu esa gejmi ika siya usulining sama ado ligini isbo laydi.
ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-2.889,
2024-6.875 Resea chBib IF: 9.948 / 2024
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Kali so‘zla : gejmi ika siya, ESL, o‘qishni ushunish, o‘qu chi aolligi, Oqim naza iyasi, O‘zini
aniqlash naza iyasi, il o‘ ganish, mo i a siya, o‘yin asosidagi a’lim.
In oduc ion
Reading comp ehension is a c ucial skill o s uden s lea ning English as a second language. I
in ol es he abili y o decode wo ds, unde s and meaning, and in e p e ex s c i ically. Howe e ,
many young lea ne s s uggle wi h eading comp ehension due o a lack o mo i a ion, limi ed
ocabula y, and insu icien exposu e o engaging eading ma e ials. T adi ional eaching me hods
o en ail o cap u e s uden s’ in e es , leading o passi e lea ning and poo e en ion. Gami ica ion,
which inco po a es game mechanics such as ewa ds, challenges, and in e ac i e elemen s in o
educa ional ac i i ies, has eme ged as an e ec i e s a egy o enhance lea ning expe iences. By
making eading asks mo e engaging and enjoyable, gami ica ion can inc ease s uden s’ mo i a ion
and os e be e comp ehension skills. This pape examines how gami ica ion can be used o de elop
English eading comp ehension skills among 5 h-7 h g ade s uden s, ocusing on i s bene i s,
implemen a ion s a egies, and challenges.
Li e a u e Re iew
Gami ica ion has been widely ecognized as an e ec i e ool o enhancing s uden engagemen and
mo i a ion in lea ning [3]. I inco po a es game elemen s such as ewa ds, challenges, and in e ac i e
s o y elling o c ea e a mo e imme si e lea ning expe ience. Resea ch by Hama i, Koi is o, and Sa sa
[4] highligh s he posi i e impac o gami ica ion on s uden mo i a ion, pa icula ly in language
lea ning con ex s.
In he ield o ESL eading comp ehension, Vygo sky’s [9] Zone o P oximal De elopmen sugges s
ha s uden s lea n bes when asks a e sligh ly beyond hei cu en abili ies, equi ing s uc u ed
suppo . Gami ica ion aligns wi h his p inciple by adap ing eading asks o s uden s’ skill le els,
ensu ing con inuous imp o emen . Addi ionally, Csikszen mihalyi’s [1] Flow Theo y suppo s he
use o gami ica ion by emphasizing he impo ance o main aining an op imal challenge le el o
sus ain s uden engagemen in eading ac i i ies [1].
Resea ch Me hodology
This s udy uses a mixed-me hods app oach o examine he impac o gami ica ion on ESL eading
comp ehension in 5 h–7 h g ade s uden s.
• Design: A quasi-expe imen al p e- es /pos - es model wi h an expe imen al g oup (using gami ied
eading ac i i ies) and a con ol g oup ( adi ional me hods).
• Pa icipan s: 60 ESL s uden s selec ed h ough pu posi e sampling.
• Da a Collec ion:
• Quan i a i e: P e- es and pos - es sco es analyzed using s a is ical me hods (pai ed - es s).
• Quali a i e: S uden su eys, eache in e iews, and class oom obse a ions o assess engagemen
and mo i a ion.
• E hical Conside a ions: In o med consen , con iden iali y, and adhe ence o e hical esea ch
guidelines.
This app oach ensu es a balanced analysis o he e ec i eness o gami ica ion in imp o ing eading
comp ehension.
Resul s and Analysis
Le ’s s a wi h Quan i a i e Resul s. The p e- es and pos - es sco es we e analyzed using
pai ed - es s o de e mine whe he gami ica ion had a signi ican impac on eading comp ehension.
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Fi s is Expe imen al G oup. To be p ecisely, hey showed an a e age imp o emen o 25% in eading
comp ehension sco es a e using gami ied ac i i ies.
Nex one is Con ol G oup in which he s uden s imp o ed by only 10%, indica ing ha adi ional
me hods we e less e ec i e in enhancing comp ehension.
Las bu no leas is S a is ical Signi icance. The di e ence be ween he wo g oups was s a is ically
signi ican , con i ming ha gami ica ion had a posi i e e ec on eading skills.
As o Quali a i e Resul s, s uden su eys and eache in e iews p o ided insigh s in o
engagemen and mo i a ion:
• 85% o s uden s in he expe imen al g oup epo ed ha gami ied ac i i ies made eading mo e
enjoyable and helped hem unde s and ex s be e .
• Teache s obse ed inc eased pa icipa ion, especially among lowe -p o iciency s uden s who we e
p e iously eluc an eade s.
• Common challenges: Some s uden s we e ini ially dis ac ed by game elemen s, and eache s had
o ensu e ha gaming did no o e shadow lea ning.
When i comes o Analysis and Discussion, h ee hings should be conside ed:
Numbe one, Alignmen wi h Sel -De e mina ion Theo y [2]: The s udy suppo s he idea ha
au onomy, compe ence, and social in e ac ion in gami ied lea ning en i onmen s enhance mo i a ion.
Numbe wo, Consis ency wi h Flow Theo y [1]: S uden s who engaged in gami ied ac i i ies
expe ienced deep ocus and enjoymen , leading o be e comp ehension ou comes.
Numbe h ee, P ac ical Implica ions: Gami ica ion should be s a egically in eg a ed in o ESL
eading ins uc ion o maximize i s bene i s while minimizing dis ac ions.
To pu i in o a nu shell, he esul s con i m ha gami ica ion signi ican ly imp o es eading
comp ehension skills among ESL s uden s. Howe e , e ec i e implemen a ion equi es a balance
be ween game elemen s and lea ning objec i es o ensu e meaning ul educa ional ou comes.
Conclusion
As i is a o emen ioned, eading comp ehension is a ounda ional skill in English language lea ning,
and o ESL s uden s, de eloping his skill can be a complex p ocess in luenced by mo i a ion,
cogni i e engagemen , and ins uc ional me hods. T adi ional eaching app oaches, while s uc u ed
and sys ema ic, o en ail o cap i a e young lea ne s, leading o passi e pa icipa ion and limi ed
p og ess. This s udy has demons a ed ha gami ica ion se es as an e ec i e pedagogical ool ha
no only enhances eading comp ehension skills bu also os e s a mo e engaging and mo i a ing
lea ning en i onmen .
The indings e eal ha s uden s who pa icipa ed in gami ied eading ac i i ies expe ienced a 25%
imp o emen in comp ehension sco es, signi ican ly ou pe o ming hose in he adi ional lea ning
g oup, who imp o ed by only 10%. These esul s unde sco e he e ec i eness o gami ica ion in
making eading an ac i e and imme si e expe ience, a he han a passi e academic exe cise. By
inco po a ing elemen s such as challenges, ewa ds, in e ac i e s o y elling, and adap i e lea ning,
gami ica ion aligns wi h Csikszen mihalyi’s [1] Flow Theo y, ensu ing ha s uden s emain in a s a e
o op imal engagemen , whe e asks a e nei he oo easy no oo di icul . This engagemen is c ucial,
as i allows s uden s o pe sis in eading ac i i ies, de elop s onge decoding and in e encing skills,
and ul ima ely enhance hei abili y o unde s and complex ex s.
Fu he mo e, he s udy’s alignmen wi h Deci and Ryan’s [2] Sel -De e mina ion Theo y con i ms
ha s uden s pe o m be e when hei in insic mo i a ion is nu u ed h ough au onomy,
compe ence, and ela edness. Gami ica ion empowe s lea ne s by gi ing hem a sense o con ol o e
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hei lea ning p ocess, ewa ding p og ess, and c ea ing an in e ac i e social lea ning en i onmen .
This is pa icula ly bene icial o s uggling eade s, who may eel discou aged in adi ional se ings
bu ind enewed con idence in a gami ied lea ning space.
Beyond he quan i a i e imp o emen s, he quali a i e indings highligh he deepe cogni i e and
emo ional impac o gami ica ion. S uden su eys and eache in e iews e eal ha 85% o s uden s
in he gami ied lea ning g oup ound eading ac i i ies mo e enjoyable and engaging. Teache s also
obse ed inc eased pa icipa ion, pa icula ly among s uden s who had p e iously been eluc an
eade s. These indings sugges ha gami ica ion has he po en ial o eshape s uden s’ a i udes
owa ds eading, making i an ac i i y hey look o wa d o a he han one hey s uggle o engage
wi h.
Howe e , he s udy also highligh s some challenges. While gami ica ion in oduces a dynamic
lea ning expe ience, he e is a isk o dis ac ion i game mechanics o e shadow he lea ning
objec i es. Some s uden s may ocus mo e on ea ning ewa ds a he han unde s anding he ex ,
equi ing educa o s o s ike a ca e ul balance be ween engagemen and academic igo . Addi ionally,
access o echnology and digi al li e acy emains a conce n in some educa ional se ings, meaning
ha he implemen a ion o gami ica ion mus be ailo ed o he esou ces a ailable in each class oom.
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