GAMIFIED LEARNING ON ESP MARITIME ENGLISH: A TEACHING FACTORY METHOD FOR ENHANCING CRITICAL READING SKILLS

Abstract

This study investigates the integration of gamified learning into English for Specific Purposes (ESP) within Maritime English instruction and its role in improving students’ critical reading skills through the teaching factory approach. Maritime students are required to understand technical documents, safety procedures, and operational texts; however, traditional reading instruction often reduces student motivation and participation. This study employed a qualitative case study design involving 20 sea transportation students who had completed internships at port industries. Data were collected through semi-structured interviews, classroom observations, Quizizz activity records, and document analysis. The findings revealed that gamified learning created a more engaging and interactive learning environment. Students showed higher participation and motivation during reading activities through quizzes, leaderboards, role-playing tasks, and real-time feedback. The implementation of gamification also improved students’ comprehension of maritime texts and supported the development of critical thinking and problem-solving skills. Furthermore, the teaching factory approach provided contextual learning experiences by connecting classroom activities with real maritime workplace situations. The study concludes that gamified learning can effectively enhance critical reading performance in ESP Maritime English instruction. Future studies are recommended to examine the long-term impact of gamification and compare various learning platforms such as Quizizz, Kahoot, and Baamboozle.