DIFFERENCES BETWEEN TEACHING ENGLISH AND UZBEK GRAMMAR USING GAMIFICATION: AN ANTHROPOCENTRIC PERSPECTIVE

Gamification has emerged as an effective pedagogical tool in language education, yet its application differs significantly between teaching grammar in a foreign language (English) and a mother tongue (Uzbek). This literature review explores these differences, focusing on motivational factors, structural challenges, and anthropocentric linguistic paradigms. In English as a foreign language (EFL) contexts, gamification primarily addresses extrinsic motivation, anxiety reduction, and typological gaps, while in mother tongue Uzbek instruction, it enhances intrinsic engagement and cultural embedding. Drawing on Uzbek educational studies and broader EFL research, findings highlight how anthropocentric views-emphasizing human cognition and experience-inform tailored gamified strategies. Implications advocate for context-specific approaches to optimize grammar acquisition.