Gamification, which incorporates game-like elements such as points, badges, and challenges into non-game contexts, has in the last two decades gained significant attention for its potential to increase learner engagement, motivation, and academic performance. The incorporation of gamification in educational contexts has had major implications in the area of learning English as a Second Language (ESL).

This systematic review explores the use of gamification in supporting English as a Second Language (ESL) learning, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model to synthesize the existing research and gain valuable insight into the use of various gamification elements in ESL settings. The PRISMA model provides a structured approach to reviewing the literature, ensuring transparency and consistency in the search process, study selection, and data synthesis.

By applying the PRISMA model, this review identifies trends in the use of gamified elements, their impact on learners’ skills development, and the challenges involved in integrating gamification into ESL. The review therefore provides valuable insights into the potentials and limitations of gamification in ESL education and offers guidance for future research and practice.

Keywords: Gamification, ESL, PRISMA model, education, learning outcomes.