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Abstract
This study explores the potential of gamified literary activities as a means of developing critical thinking skills in middle school English as a Foreign Language (EFL) education. The research focuses on the implementation of the authorial method “FableBunker,” which integrates role-based interaction, literary interpretation, and game mechanics. The experimental study was conducted with 7th-grade students in Chirchik, Uzbekistan. The findings indicate that the use of gamified literary tasks not only increases students’ motivation and engagement but also significantly enhances their ability to analyse, evaluate, and interpret literary content. The results suggest that gamification can serve as an effective pedagogical tool for fostering higher-order thinking skills in language learning. However, the study also identifies certain limitations, including the need for structured guidance and differentiated instruction.
References
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