Özet:

In this study, it is aimed to evaluate the academic studies on the gamification method applied in English lessons in Turkey. A systematic review was prepared by examining studies written on gamification in education between 2014 and 2022 in the literature. Scanned studies were carried out on the study titles from Google Academic, National Thesis Center, and Dergi Park databases. As a result of the scanning process, 30 studies, including 14 master's, 1 doctoral, 14 research articles and 1 original book, were reached. When the studies were examined, 3 master's theses and 10 research articles were not included in the scope of the study because they were out of the scope of compilation, and the process was completed with the remaining 17 studies. These studies were examined according to their types, patterns, participants, aims, results and suggestions. According to the research findings, it is seen that gamification activities in foreign language education have a positive effect on English vocabulary acquisition, motivation, self-efficacy, academic achievement, speaking skills, classroom management, web 2.0 tools and digital game development skills in terms of students and teachers. In line with these results, it is suggested that in addition to foreign language education, many different disciplines should be integrated into the curriculum by using gamification method. In addition, in studies conducted in Turkey, it was determined that the selected sample was mostly students, and there were not many studies investigating the effect of using gamification method on teachers.

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