The purpose of gamification is to add fun to the language learning experience. The learning target remains the same, but the mode of delivery is different to traditional, pen-and-paper exam practice. After all, some language learners may prefer game-based learning. It is also said that games can make language learning more memorable as the learners recall their pleasant experiences, which they link to the learning target.
In English exam preparation classes, it often goes against the grain to incorporate the idea of 'fun'. Language exams are a serious matter, so how appropriate would it be for teachers to gamify lesson activities? The response varies depending on the teacher's philosophy of teaching and learning. While I'm generally more cautious about gamification for its own sake, I tend to introduce fun games in small doses into my lessons and see how effectively these games work with my students.
Bidding game
In my Cambridge B1 Preliminary for Schools class at the British Council yesterday, I decided to add the 'bidding' element to a multiple-choice cloze passage. This involved zero extra material except a board.
My students did the reading task individually as usual. Then they worked in groups of three to compare their answers. This was where the 'bidding' part came in. For each of their answers, each group had to place a bid of up to five points. If they got it right, they were awarded the exact number of points in their bid. If they got it wrong, however, they had zero points.
Based on my observation, the additional gamified element in the feedback stage did add a bit of spice to the otherwise dull routine of exam practice tasks. My students' motivation increased slightly and this kept them going in the following activity. Gamification doesn't always require intricate game design or elaborate props - some of the most effective ideas are materials-free!