Abstract
The advancement of English as a Foreign Language (EFL) instruction in the 21st century necessitates the implementation of innovative pedagogical methodologies that effectively engage both cognitive and emotional dimensions of learning. This study examines the integration of gamification into literary analysis through the development of the Gamified Literary Analysis Model (GLA-M), specifically designed for B2-level learners. While gamification has been extensively studied in relation to vocabulary acquisition and grammar instruction, its potential in fostering higher-order thinking through literary engagement remains under-explored. This study utilizes a model-based research technique, combining theoretical synthesis with pedagogical design to offer a systematic framework for gamified literary training.References
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