Generational perspectives on gamification in EFL lessons: millennial vs. gen Z EFL teachers

Regina, Regina (2025) Generational perspectives on gamification in EFL lessons: millennial vs. gen Z EFL teachers. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

The integration of digital and non-digital gamification into English as a Foreign Language (EFL) classrooms has become an essential approach to increasing student engagement. However, generational differences, particularly between Millennial and Gen Z teachers, influence how these two forms of gamification are perceived, selected, and implemented. This study aims to explore the perspectives of Millennial and Gen Z EFL teachers in applying digital and non-digital gamification, with a focus on their perceptions, media preferences, and teaching techniques in EFL lessons. This study uses a descriptive design through a comparative study approach with semi-structured interviews, classroom observations, and supporting questionnaires. The research participants consisted of English as a foreign language (EFL) teachers from the Millennial and Gen Z generations who came from various educational backgrounds, particularly those teaching at junior high schools. Thematic analysis was conducted to identify distinctive patterns in the implementation of digital and nondigital gamification. The findings reveal three significant generational differences: (1) Millennial teachers apply gamification in a structured and selective manner, combining digital tools with traditional non-digital games, while Generation Z teachers prefer a fully digital and flexible approach; (2) Millennial media preferences adopt a hybrid model that combines offline materials and digital platforms, but with a stronger tendency toward non-digital activities, for example, using digital tools exclusively in the first meeting but switching to entirely non-digital games in the next session; and (3) Millennial teaching techniques emphasize structured group collaboration, while Gen Z promotes flexible, responsive, and goal-oriented challenge-based learning. Both generations acknowledge that digital and non-digital gamification increases motivation, participation, and vocabulary retention, although Generation Z reports higher engagement levels when using interactive digital platforms. In conclusion, generational differences in technological literacy and pedagogical orientation shape how digital and non-digital gamification are integrated into EFL lessons. The study emphasizes the importance of designing gamification strategies that balance technological innovation with inclusive participation for all learners.

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