Innovation in Language Learning

This research investigates the impact of game-based personalized learning on preschool students' intrinsic motivation in an English as a Foreign Language (EFL) context. While personalized learning—tailoring instruction to individual needs, interests, and speeds—is widely supported in adult education, its application and motivational effects on young learners (ages 5–6) remain under-researched. Grounded in Self-Determination Theory (SDT), the study examines how meeting students' needs for autonomy and competence through digital games influences their communicative drive and out-of-school language habits. The study employs a quasi-experimental pretest/posttest control-group design with 44 preschool students from a state kindergarten in Ordu, Turkey. The experimental group (n=22) will participate in 40-minute weekly sessions using game-based platforms such as Okulistik and Wordwall over a 12-week period, while the control group (n=22) follows the standard curriculum without personalization. Data collection uses a multi-method approach: the Motivation Scale for Preschool Children (DMQ18) to assess intrinsic drive; the Life-Focused Foreign Language Acquisition Scale to measure readiness and progress; and semi-structured teacher interviews. Additionally, qualitative insights are gathered through monthly parent feedback and classroom observations. By bridging the gap between digital play and personalized pedagogy, the findings seek to offer practical strategies for fostering sustainable L2 motivation during the critical early childhood years.