Gamification and Electronic Project-Based Learning Integration in English Language Instruction in Jordan: Faculty Perceptions and Implementation Strategies
DOI:
https://doi.org/10.17507/tpls.1609.15Keywords:
English language, electronic project-based learning (EPBL), gamification, teaching, twenty-first-century skillsAbstract
This research aims to identify how English language faculty members in Jordanian universities adopt gamification and electronic project-based learning (EPBL) approaches in their teaching practices, focusing particularly on alignment with twenty-first-century teaching competencies. This research takes a descriptive-analytical approach, using two structured questionnaires to investigate teaching practices among 60 English language faculty members in Jordanian universities specializing in curriculum development and teaching methods. The results show a moderate integration of both gamification and EPBL strategies in teaching practices among participants. The results also show that there are no significant differences among faculty members’ integration of teaching strategies by gender and participation in faculty professional development programs. In view of the results, this research highlights not only the need to redefine faculty professional development programs, focusing particularly on twenty-first-century teaching competencies, but also on educating faculty members about information and communication technology, as well as incorporating innovative teaching methodologies. Supporting gamification and EPBL in institutions is a key step forward in ensuring effective English language teaching in higher education institutions.
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