APRENDER INGLÊS JOGANDO: EVIDÊNCIAS DE ENGAJAMENTO A PARTIR DE PRÁTICAS GAMIFICADAS

The teaching of the English language in lower secondary education faces challenges related to student engagement and the need for pedagogical practices that connect with learners’ experiences and interests. In this context, active methodologies particularly gamification have emerged as strategies capable of fostering student participation and making the learning process more meaningful. This study aims to analyze how gamified practices in English language teaching contribute to the engagement of lower secondary students. The research is based on a literature review on active methodologies, gamification, and additional language teaching, as well as on the analysis of studies that address student engagement in school contexts. The results indicate that the planned use of game-related elements, such as challenges, narratives, and feedback, helps expand opportunities for language use in meaningful communicative situations, promoting greater involvement, autonomy, and cooperation among students. It is concluded that gamification, when aligned with pedagogical objectives and educational guidelines, has the potential to strengthen student engagement and enhance English language teaching in lower secondary education.