Student motivation remains a key challenge in English as a Foreign Language (EFL) instruction, particularly in Central Asian contexts such as Uzbekistan, where education is undergoing rapid digital transformation. This study explores how AI-powered gamification can enhance motivation by integrating established theories with innovative teaching tools. Based on Dörnyei’s L2 Motivational Self System and Gardner’s Socio-Educational Model, the research examines how AI tools such as ChatGPT support gamified learning aligned with learners’ goals and needs. Using the Octalysis Framework, motivational elements including autonomy, mastery, and social interaction were incorporated into classroom activities. A small mixed-methods study involving 15 Uzbek EFL students revealed increased engagement, participation, and self-reported motivation. The findings suggest that AI-powered gamification improves both language learning and learner confidence. The study highlights its potential contribution to educational reform, youth development, and digital learning innovation.
| Mualliflar | Madinaxon Abduvali qizi, Islomova |
|---|---|
| Jurnal | Марказий Осиёда жамият, гендер ва оила – Общество, гендер и семья в Центральной Азии – Society, Gender and Family in Central Asia |
| Nashr sanasi | 2026-07-12 |
| Son | 2 |
| Betlar | 123-128 |
| Til | Ingliz |
| DOI | 10.65185/mojgo.vi.672 |
DOI: 10.65185/mojgo.vi.672 · Maqolaning asl sahifasi
мотивация в EFL, искусственный интеллект в образовании, геймификация, мотивационная система второго языка, Узбекистан, цифровое обучение, вовлечённость студентов, модель Octalysis, EFL motivation, AI in education, gamification, L2 Motivational Self System, Uzbekistan, digital learning, student engagement, Octalysis Framework, EFL motivatsiyasi, ta’limda sun’iy intellekt, gamifikatsiya, L2 motivatsion tizim, raqamli ta’lim, talabalar faolligi, O‘zbekiston, Octalysis modeli
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