Abstract

Lack of student engagement and motivation is a detrimental problem in education. In the area of foreign language, this shortage of engagement and motivation can lead to a scarcity of use of the target language in the classroom which can cause an abridgement of student achievement (Saito & Hanzawa, 2016). In order to combat this problem, educators have made use of many researched-based techniques to positively affect student self-efficacy and motivation. One of these techniques is the gamification of the classroom. Research on gamification in the context of foreign language has shown positive but limited results in the areas of motivation and achievement. This proposal intends to present a framework that will allow foreign language educators to successfully implement gamified lessons in their classroom. This framework is based in Self-Determination Theory and demonstrates how this theory can be used to enhance the positive effects of gamification in the context of foreign language. While this presentation is intended for foreign language educators as the research was completed in this context, it still may be of interest to anyone interested in implementing a gamified lesson. This proposal will be presented using the “Best Practices” type laid out on the SITE conference website. This proposal will detail how the presentation will be carried out and establish a brief literature review of the research on which it is based.