Gamification and Digital Game-Based Learning in Enhancing Reading Motivation and Self-efficacy Among ESL/EFL Learners: A Systematic Literature Review

Abstract

This systematic literature review investigates the role of gamification and digital game-based learning (DGBL) in enhancing reading motivation, engagement, self-efficacy, and self-regulated learning (SRL) among ESL/EFL learners. Given the growing global interest in learner-centered, technology-enhanced education, this review synthesizes empirical findings from 56 peer-reviewed studies published between 2021-2025. Scopus was used as the sole database because it offers broad yet curated coverage of peer-reviewed journals across education, linguistics, and psychology, and provides consistent indexing and citation metadata that facilitate transparent PRISMA screening and replicable searches. The selected literature was thematically analyzed and categorized into five domains. Findings reveal that gamified and DGBL interventions consistently improve learners’ intrinsic and extrinsic motivation toward reading, support the development of self-efficacy, and promote sustained engagement. Game mechanics such as feedback loops, narratives, and competitive structures were linked to increased reading comprehension, higher learner confidence, and reduced language anxiety. The integration of technological tools (e.g., mobile apps, learning management systems, AI-enhanced platforms) further enhanced SRL by fostering goal-setting, learner autonomy, and self-monitoring behaviors. Comparative studies indicate that gamified methods often outperform traditional approaches across various contexts and learner types, particularly among struggling learners as well as young and adult learners. The review underscores the importance of aligning game design elements with educational objectives and learner characteristics. It also highlights implementation challenges such as technological access, educator readiness, and potential cognitive overload. This review contributes theoretically grounded, practice-oriented insights into optimizing ESL/EFL reading instruction and offers recommendations for future research and pedagogical innovation.