Boosting Student Engagement and Competencies: A Gamified Teaching Model for Junior High School English Classes

Abstract

In China, English is considered a second language, and its study spans the entire primary and secondary school stages as well as higher education. Especially at the secondary school level, English is one of the three major core subjects and is also one of the assessment criteria for the high school entrance exam and college entrance exam. For Chinese students, junior high school English marks a transition from concrete to abstract learning and from fragmented to systematic learning. Therefore, junior high school English instruction plays a pivotal role in the entire foreign language learning process. The English Curriculum Standards for Compulsory Education 2022 introduces a new focus in English instruction, placing greater emphasis on cultivating four core competencies in students: learning ability, language proficiency, critical thinking skills, and cultural awareness. Against the backdrop of education reform focused on core literacy development, junior high English teachers face the challenge of low student engagement in the classroom. Gamified teaching models are viewed as a potential solution; however, their application in junior high English instruction lacks systematic research and is subject to practical misconceptions. This study uses a case study approach to analyze a semester-long, competency-based classroom practice in seventh grade at the Jingzhou Experimental Middle School (Lingjun Campus). The findings indicate that the gamified teaching model effectively enhances students' interest in learning, engagement in the classroom, and awareness of cross-cultural communication. It facilitates a shift from passive reception to active inquiry, cultivating critical thinking and metacognitive strategies. The study provides a practical framework for implementing gamified teaching models in secondary English education and offers insights for teacher training and instructional design.