Foreign Language Teachers’ Perceptions after Gamified Classroom Practice

This study examines the perceptions and beliefs of thirteen teachers foreign languages who have received specialized training in gamification put it into practice classroom. Specifically, analyses impact three years following its introduction their teaching practices. To gain insights teachers’ perspectives attitudes towards gamification, semi-structured interviews were conducted. The analysis revealed that is viewed by as a motivating collaborative strategy which can be challenging to implement some courses but facilitated certain key elements such use narratives Additionally, highlighted need for more this new pedagogical importance planning gamified experiences with colleagues. value lies showing on language medium term after classrooms.