Introduction- Gamification, or widely defined as the integration of game elements in a non-gaming context has widely being accepted as an engaging experience induced with fun elements. In education context, the term “game-based learning” is highly being discussed among researchers. Despite of the prevalence of game-based learning among academicians, the implementation of games in teaching and learning remained low particularly in the context of second language (L2) learning. Purpose – Scrutinizing into this context, writing skills are found to be the least researched area among scholars in regards to game-based learning approach. From the aforementioned situation, 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Methodology – A survey has been conducted to 32 participants to analyse their views on the use of games in writing classroom. Main data were analysed quantitatively and supported by focus-group discussion with selected participants. Findings – Findings from the study revealed that these students responded positively to the use of games in writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. Significance – These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.

Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly in ESL classrooms. In regard to the aforementioned situation, the current study aims to discover the implementation of game-based learning in the context of language learning. Research related to writing skills found to be limited in nature; therefore, the current study has discovered a need to further investigate the implementation of game-based learning in writing classrooms. In this study, a total of 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Data were analyzed quantitatively using Statistical Package for Social Sciences (SPSS) by evaluating the mean value of the findings. The analysis from the data obtained showed that these students responded positively to the use of games in the writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.