Abstract. Gamification has emerged as a powerful pedagogical tool in foreign language education, integrating game elements such as points, badges, challenges, and leaderboards into instructional settings to enhance learner motivation and engagement. This paper explores the role of gamification in promoting active participation and intrinsic motivation among foreign language learners, particularly in EFL (English as a Foreign Language) classrooms. Drawing on both theoretical frameworks and empirical studies, the paper highlights how game-based techniques foster a more interactive and student-centered learning environment. The study also examines the psychological underpinnings of gamification, including its connection to self-determination theory and flow theory. Practical applications of gamified tasks in vocabulary learning, grammar drills, speaking activities, and assessment are presented, alongside evidence from recent classroom implementations. Findings suggest that gamification not only increases motivation and reduces language anxiety but also supports long-term retention and collaboration among learners. However, the paper also acknowledges potential limitations, such as overreliance on extrinsic rewards and the challenge of meaningful game design. The study concludes that when thoughtfully integrated, gamification can significantly enhance language learning outcomes.