Engaging EFL Learners Through Non-Digital Gamification: Enhancing Motivation, Commitment, and Flow in Academic Writing

Sebastián Mercado; Víctor Birkner

doi:10.17227/rce.num100-22414

Sebastián Mercado Universidad Católica Silva Henríquez https://orcid.org/0009-0009-3781-5450
Víctor Birkner Universidad Católica Silva Henríquez https://orcid.org/0000-0002-5959-4355

DOI: https://doi.org/10.17227/rce.num100-22414

Keywords: gamification, academic writing, student engagement, student agency, EFL

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Abstract

This study explores how non-digital gamification influences the engagement, motivation, and sense of agency among English as a Foreign Language (EFL) learners in academic writing. Conducted within a low-resource educational setting in Chile, this research aims to understand learners’ experiences and perceptions, delving into how gamified activities shape their interactions with the writing process in a non-digital, resource-constrained environment. Despite the recognized challenges of academic writing in EFL settings, limited access to digital resources often restricts the use of traditional gamified tools. This study adopts a qualitative case study approach, examining a cohort of pre-service teachers in a university English Language Teaching program who participated in gamified writing lessons incorporating analogue game mechanics, such as daily missions, symbolic rewards, and progress tracking. The analysis reveals that non-digital gamification fosters motivation by balancing intrinsic and extrinsic motivators, encourages sustained engagement through mechanics that promote a “flow” state, and enhances student agency by allowing autonomous decision-making within the learning process. Furthermore, the active role of the teacher in managing and tailoring game elements to student needs emerged as crucial to the approach’s success. This research contributes to the understanding of gamification’s potential beyond digital applications, demonstrating how resource‐conscious, non-digital methods can make academic writing more accessible and empowering for EFL learners. The findings suggest practical implications for implementing gamified strategies in similar low-resource educational environments and provide a foundation for future studies on sustainable gamification practices in language education.

Author Biographies

Sebastián Mercado, Universidad Católica Silva Henríquez

He is an ELT Lecturer and holds a master's degree in TEFL from Universidad Metropolitana de Ciencias de la Educación. Lecturer and Practicum supervisor at Universidad Católica Silva Henríquez and Universidad Diego Portales. His research interests include methodological studies on gamification, game-based learning, and rhetoric.

Víctor Birkner, Universidad Católica Silva Henríquez

Victor Birkner is a teacher of English and an educational researcher. He holds a PhD in education-TESOL from the University of Exeter and a master's degree in applied linguistics with TESOL from the University of Sheffield. His research interests include language teacher identity, gamification, and English language teaching materials.

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How to Cite

Mercado, S., & Birkner, V. (2026). Engaging EFL Learners Through Non-Digital Gamification: Enhancing Motivation, Commitment, and Flow in Academic Writing. Revista Colombiana De Educación, (100), e22414. https://doi.org/10.17227/rce.num100-22414