Pedagogical Conditions for Developing Professional Motivation of Economics Students Through Gamification in English Language Classes
DOI:
https://doi.org/10.5281/Ключевые слова:
gamification, English for Specific Purposes, economics students, professional motivation, pedagogical conditions, formative assessment, digital learning, career-oriented EnglishАннотация
This article examines the pedagogical conditions required to develop the professional motivation of economics
students through gamification in English language classes. The study is grounded in communicative language teaching,
self-determination theory, formative assessment and career-oriented English for Specific Purposes. The article proposes
a model in which economic cases, business simulations, digital badges, team quests, role-based competition and reflective
feedback are integrated into English lessons. The methodological basis includes literature analysis, pedagogical
modelling, diagnostic survey design and comparative analysis of motivation indicators. The proposed model demonstrates
how gamified tasks can connect English learning with students’ future professional activities in finance, management,
marketing and entrepreneurship. The scientific novelty lies in defining a system of pedagogical conditions that
transforms game elements from entertainment tools into mechanisms for career-oriented learning motivation
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