Gamification as a Tool for Developing B1 Learners' Language Competences in Uzbekistan: Challenges and Cultural aspects of Uzbek Classrooms

Abstract

This article examines how gamification can be used to improve the language competencies of B1 learners in Uzbekistan. While gamification has been widely used in education globally, its potential remains largely untapped in Uzbek classrooms. The research focuses on how gamification complements student-centered learning, and how it affects learner motivation, language proficiency, and classroom dynamics. The study employs a mixed-methods approach, combining surveys and interviews with teachers and students from universities across Uzbekistan. Findings suggest that gamification significantly enhances language learning outcomes, but obstacles such as limited access to digital tools and insufficient teacher training need to be addressed for successful implementation.