Online Gamification Platforms for Practicing EFL Students’ Reading Skills: A Systematic Review

Dinda Kamila Chaidir(1*), Muhamad Aziz Muslim(2), Muchlas Suseno(3), Darmahusni Darmahusni(4)

(1) Universitas Negeri Jakarta
(2) Universitas Negeri Jakarta
(3) Universitas Negeri Jakarta
(4) Universitas Negeri Jakarta
(*) Corresponding Author


Currently, gamification is one of the highly discussed topics among English as a Foreign Language (EFL) practitioners. It is worth mentioning that the rising interest in Information and Communications Technology (ICT) increases the preference for learning towards online gamification. This study aims to provide a review regarding online gamification platforms for practicing EFL students’ reading skills. This research used library research method and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline developed by Page et al. to collect and reduce data, and finally present a transparent, complete, and accurate review. The data were 20 articles published worldwide between 2012 and 2022 and sourced from journal finders of ScienceDirect, Springer, Taylor & Francis, and Google Scholar. Furthermore, this study used NVIVO 14 and Microsoft Excel 2016 to analyze the selected data and Mendeley for reference management. The results showed that Kahoot!, Quizizz, Socrative, Bibliobattle, Classcraft, ClassDojo, Duolingo, Genially, Into the Book, M-reader, Memrise, Padlet, Quizlet, and are feasible to be used to practice EFL students’ reading skills, with Kahoot! and Quizizz as the most popular. In addition, the context of the studies involved as the research data such as the year published, educational level, national origins, and methodologies were also mentioned. Further, it is implied that EFL teachers can use online gamification platforms to leverage not only students’ motivation and engagement in practicing students’ reading skills but also their learning achievements through enjoyable and interactive learning while allowing students to acquire ICT skills.


gamification, EFL, learning, reading skill, systematic review

Full Text:



Abarghoui, M. A., & Taki, S. (2018). Measuring the Effectiveness of Using “Memrise” on High School Students’ Perceptions of Learning EFL. Theory and Practice in Language Studies, 8(12), 1758.

Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Abdul Hussein, H. A., & Azizian, M. (2022). An Empirical Study on the Effects of Using Kahoot as a Game-Based Learning Tool on EFL Learners’ Vocabulary Recall and Retention. Education Research International, 2022, 1–10.

Al Damen, T. M. (2018). The Effectiveness of M-reader in Promoting Extensive Reading among Arab EFL Learners. Arab World English Journal, 1, 3–23.

Alawadhi, A., & Abu-Ayyash, E. A. S. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26(4), 3629–3658.

Al-Khamaiseh, H. S., & Al-Jamal, D. A. (2022). The Effect Of Using Kahoot On Jordanian EFL Ninth-Grade Students’ Reading Comprehension. Journal of Positive School Psychology, 6(6), 757–770.

Andresta, N. B., & Anwar, C. (2022). Quizizz as an assessment media at EFL teaching: Students� voices. EduLite: Journal of English Education, Literature and Culture, 7(2), 386.

Artati, N. L. R. (2021). Effect of Kahoot As an Ice Breaker on EFL Students’ Motivation. The Art of Teaching English as a Foreign Language, 2(2), 89–97.

Asmara, C. H., Muhammad, R. N., & Almubarokah, Q. (2022). Effect of Online Learning Using Quizizz Application to Improve English Reading Skills of Higher Education Students. JELLT (Journal of English Language and Language Teaching), 6(1), 17–29.

Babaie, H. (2022). On Digital Game-Based Reading Strategy Training: Implications for L2 Reading Ability Development. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(3), 136–155.

Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia.

Castillo-Cuesta, L. (2022). Using Genially Games for Enhancing EFL Reading and Writing Skills in Online Education. International Journal of Learning, Teaching and Educational Research, 21(1), 340–354.

Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33.

Faya Cerqueiro, F., & Martín-Macho Harrison, A. (2019). Socrative in Higher Education: Game vs. Other Uses. Multimodal Technologies and Interaction, 3(3), 49.

Freiermuth, M. R., & Ito, M. (2022). Battling With Books: The Gamification of an EFL Extensive Reading Class. Simulation & Gaming, 53(1), 22–55.

Hakimantieq, H., Suherdi, D., & Gunawan, W. (2022). Duolingo as A Mobile-Assisted Language Learning: A New Supplementary of Learning Basic English Reading for EFL Students. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(6), 7548–7558.

Haryanto, E. (2021). ICT in Indonesian Public Secondary Schools: EFL Teachers’ Attitude and Problems. Edukasi: Jurnal Pendidikan Dan Pengajaran, 6–17.

Hulse, R. (2018). The Use of Smartphones as an Educational Tool in the EFL Classroom. The Centre for the Study of English Language Teaching Journal, 6, 93–138.

Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89–104.

Ibna Seraj, P. M., & Rahmatullah, A. (2022). Systematic Literature review on the Use of Applications of Smartphones for Teaching English in EFL Contexts. Journal of English Education and Teaching, 6(3), 347–366.

Khan, R. M. I., Shahbaz, M., Kumar, T., & Khan, I. (2020). Investigating Reading Challenges Faced by EFL Learners at Elementary Level. Register Journal, 13(2), 277–292.

Khasawneh, M. A. S. (2021). The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities. Al-Lisan, 6(2), 225–235.

Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S. Y., & Shaikh, S. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. Systems, 11(1), 42.

Korkmaz, S., & Öz, H. (2021). USING KAHOOT TO IMPROVE READING COMPREHENSION OF ENGLISH AS A FOREIGN LANGUAGE LEARNERS. International Online Journal of Education and Teaching (IOJET), 8(2), 1138–1150.

Krishnan, S. D., Norman, H., & Md Yunus, M. (2021). Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft. Sustainability, 13(19), 10817.

Lam, J. Z., & Yunus, M. M. (2023). Student-Produced Video for Learning: A Systematic Review. Journal of Language Teaching and Research, 14(2), 386–395.

Maristy, H. S. (2023). Extramural English as a new reality in ELT: A PRISMA systematic review. LingTera, 10(1), 76–86.

Maryo, F. A. A., & Pujiastuti, E. (2022). Gamification in Efl Class using Quizizz as an Assessment Tool. Proceedings Series on Physical & Formal Sciences, 3, 75–80.

Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1).

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021b). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71.

Pardede, P. (2020). Integrating the 4Cs into EFL Integrated Skills Learning. JET (Journal of English Teaching), 6(1), 71–85.


Rachman, D., Soviyah, S., Fajaruddin, S., & Pratama, R. A. (2020). Reading engagement, achievement and learning experiences through kahoot. LingTera, 7(2), 168–174.

Ratnasari, E., Hikmawati, R., & Ghifari, R. N. (2019). QUIZIZZ APPLICATION AS GAMIFICATION PLATFORM TO BRIDGE STUDENTS IN TEACHING READING COMPREHENSION. Prosiding Seminar Nasional Pendidikan, 1333–1337.

Sa’aleek, R. A., & Baniabdelrahman, A. A. (2020). The Effect of Gamification on Jordanian EFL Sixth Grade Students’ Reading Comprehension. International Journal of Education and Training (InjET), 6(1), 1–11.

Sabiri, K. A. (2019). ICT in EFL Teaching and Learning: A Systematic Literature Review. Contemporary Educational Technology, 11(2), 177–195.

Sánchez-Tello, M. C., & Argudo-Garzón, A. L. (2022). Students’ reading comprehension using mall strategy through Padlet in High School students. IUSTITIA SOCIALIS, 7(1), 4.

Sewelem Alalwany, F. (2021). Enhancing Reading Skill via Students’ Attitudes, Motivation, Autonomy and Perceptions. Arab World English Journal, 273, 1–81.

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554.

Suharno, S., Suherdi, D., & Gunawan, W. (2023). The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course. International Journal of Instruction, 16(2), 1111–1134.

UNESCO Institute for Statistics. (2009). Guide to measuring information and communication technologies (ICT) in education. UNESCO Institute for Statistics.

Yan mei, S., Yan Ju, S., & Adam, Z. (2018). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1), 194–198.

Yavuz, F., Ozdemir, E., & Celik, O. (2020). The effect of online gamification on EFL learners’ writing anxiety levels: a process-based approach. World Journal on Educational Technology: Current Issues, 12(2), 62–70.

Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13.

Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228.

Zuhriyah, S., & Pratolo, B. W. (2020). Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class. Universal Journal of Educational Research, 8(11), 5312–5317.

Article Metrics

Abstract view : 301 times
PDF - 72 times


  • There are currently no refbacks.

Copyright (c) 2023 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: