Reframing Play as Pedagogy: A Systematic Literature Review on Gamification Strategies in ESL Grammar Learning

Abstract

Grammar learning has long been associated with traditional, rule-based instruction that many learners find monotonous and difficult to engage with. In recent years, however, gamification has emerged as an alternative approach that incorporates game elements into learning activities, aiming to increase motivation and improve learning outcomes. Although studies on gamification in language education have grown rapidly, research that specifically examines its application in ESL grammar learning is still limited. To address this gap, this study systematically reviews empirical research on the integration of gamification in grammar learning published between 2015 and 2025. Using PRISMA guidelines and thematic content analysis, 44 Scopus-indexed articles were identified and analyzed to map research trends and summarize key findings. The review found that publications peaked in 2024, with Southeast Asian countries, particularly Thailand, Indonesia, Malaysia, and Vietnam contributing the most to this topic. The findings highlight three major themes: gamification for grammar proficiency, gamification for motivation and engagement, and the role of instructional design and technology in successful implementation. Several challenges were also identified, including technological limitations, shallow gamification design, and the need for adequate teacher digital literacy. This review is expected to serve as a reference for educators and researchers, offering insights into effective gamification practices and guiding future work in developing innovative, engaging, and evidence-based approaches to ESL grammar instruction.