Linguodidactic Potential of Gamification and Storytelling in Developing Communicative Competence of Primary School Pupils

Abstract

This article explores the linguodidactic potential of integrating gamification and storytelling in the development of communicative competence among primary school pupils. The study employed observation, qualitative analysis, and experimental lessons with pupils in grades 2 – 4. Gamification elements such as scoring systems, progress levels, and rewards were combined with storytelling techniques including narratives, role-plays, and creative tasks. The results showed that this integration significantly increased learners’ motivation, improved linguistic accuracy, enriched vocabulary, and enhanced pupils’ creativity, collaboration, and self-reflection. The findings suggest that gamification provides external motivation, while storytelling ensures meaningful and emotional engagement. Together, they form an effective approach to fostering linguistic, sociolinguistic, and pragmatic aspects of communicative competence in primary education.