Gamified Language Learning and Neoliberal Ideology: A Multimodal Critical Discourse Analysis of a Popular English...

The integration of gamification in mobile-assisted language learning (MALL) has reshaped how learners can engage with vocabulary acquisition and self-directed communication. Few studies have examined the impact of gamified applications on learner behavior and psychological reactions, particularly in non-native English learning contexts, despite their frequent commendation for enhancing user motivation and engagement. This study examines the motivational impact and ideological underpinnings of popular gamified English vocabulary apps, using Fairclough's three-dimensional Critical Discourse Analysis (CDA) framework to analyze both user interactions and platform design. Drawing on interface data, user sentiment analysis, and interview transcripts from the Chinese university students studying English as a foreign language (EFL), this study reveals that, consistent with Self-Determination Theory (SDT), gamification plays a significant role in encouraging learner motivation and engagement but simultaneously embeds neoliberal ideals of competition, self-optimization, and behavioral monitoring. These features, while intended to boost performance, may undermine intrinsic motivation over time. The findings highlight the psychological and sociotechnical dynamics of gamified learning environments, offering new insight into how digital educational platforms can reinforce self-regulatory expectations and performance-oriented discourse.