*2.9.1 How can we implement ICT tools in the classroom?*

Implementing ICT in the learning process is more than just having a computer in the classroom and using it to watch some videos or listening exercises or to project the units on the blackboard, where we can practice some easy exercises. Nor is it just having an Internet connection in the classroom to quickly access films or activities on the website of the book we are using. The core of this implementation is that the

teacher can develop their exercises and integrate the Internet with tasks that help students to be active in the learning process [13].

Along with the above concepts, it has discussed the history of ICT used in the classroom; for this, we must include two images, CALL and TELL.

**CALL:** It stands for computer-assisted language learning and refers to the first computer-based language teaching materials, which appeared in the early 1980s. They used to be basic exercises (by today's standards), such as text reconstruction or gap-filling. However, they are still helpful today. For example, publishers still offer such exercises on the CD-ROMs distributed with coursebooks [14].

**TELL:** In the 1990s, [15] coined another term, TELL (technology-enhanced language learning), by which he referred to the evolution of CALL as the CALL activities or format that adopted Internet and web-based tools. In this way, the range of activities was extended, offering more possibilities for teaching and learning a foreign language.

The concept of gamification takes an additional perspective when the components, perceived as critical elements, become instrumental in developing and applying the idea. For example, the vision will involve game elements, design, and non-game context concepts. Also, gamification is diverse and has different uses [16].

#### **2.10 Gamification as a multimedia methodology strategy**

The concept of gamification is new, and according to [17], it is the use of game elements and game design techniques in non-game contexts. It builds on the gaming industry's success, social media, and decades of research in human psychology.

Any task, assignment, process, or theoretical context can be gamified. The main objectives focus on increasing a person's participation, often referred to as a "user", and motivating them by incorporating game elements and techniques, such as leaderboards and immediate feedback. It gives the users a sense of empowerment and engagement in working through the processes and achieving the tasks. In addition, understanding basic gaming concepts is essential when outlining and using gamification as a strategy [18].

ICT can expand how the outside world is brought into the classroom. It can also offer students and teachers the opportunity to communicate with others around the world. English can provide a varied context for many aspects of ICT, which could enhance the teaching and learning process. It can contribute to developing ICT skills among learners and to more comprehensive technological literacy.

Gamification as a multimedia methodology strategy is now a fundamental element of literacy in a modern technological society. All students have the right to communicate effectively using new technologies, which go hand in hand with the English curriculum. Experience shows that ICT is most effective when incorporated into the curriculum, integrated into work programmes, and not seen as an add-on [13].

The Internet is a communication tool that makes collaborative work more exciting and fun for learners. As an information tool, it allows us to use authentic materials, especially ELT materials, and provides educational resources to create their materials [19]. On the other hand, proposes the following ways in which ICT help students of ESL (**Figure 1**).

According to [20], there are five primary benefits for our students of using technology in the classroom:

*Gamification as a Multimedia Methodology Strategy in the English Language Teaching… DOI: http://dx.doi.org/10.5772/intechopen.109716*

**Figure 1.** *How ICT helps ESL students. Based on Miles [19].*

