Türkiye'deki yabancı dil olarak İngilizce öğretmenlerinin (EFL) oyunlaştırmayı kullanma tutumları ve davranışsal niyetlerinin incelenmesi

The process of learning a foreign language is often perceived as challenging, and students need to be highly motivated to succeed. Today, technology plays an important role in every aspect of life, including education, and the use of digital tools has become widespread in language teaching. In this context, the use of gamification tools (e.g. Kahoot, WordWall, Quizlet etc.) has the potential to increase students' interest in the course. Since teachers are one of the most important actors in the process, it is crucial to examine their views on these tools and langauge teaching process. Although there have been many studies on gamification regarding students, the limited number of studies focusing on the teacher perspective has made this study necessary. In this regard, this mixed-methods study aimed to examine the attitudes of Turkish English as a Foreign Language (EFL) teachers towards using gamification tools and their behavioral intentions. Within the scope of the research, a questionnaire was administered to 112 English teachers from different regions of Türkiye, followed by semi-structured interviews with 10 teachers. The findings show that, despite mentioning certain barriers, teachers have positive attitudes toward gamification and want to use these tools more frequently in the future. The study not only supports the existing literature but also offers important insights into classroom dynamics, teacher-student relationships, and the role of the teacher, revealing that technology is not an end in itself in language teaching but rather a tool that supports the process.