The dismal performance of the Philippines in the recent Programme for International Student Assessment (PISA) results compels teachers to implement innovative techniques that will motivate and engage students to learn in class.  This study employs an experimental research design to identify the effect of the Gamification-Based technique on the motivation of the Grade 8 learners of Esperanza National High School for 2024-2025. It investigated the level of acceptability of the gamification-based technique as assessed by the experimental group in terms of its component, dynamics, and mechanics; the extent of intrinsic and extrinsic motivation of learning English; and the significant difference of motivation between the experimental and control group, then relationship in the acceptability of the gamification-based technique to the motivation of grade 8 learners. The level of acceptability of the gamification-based technique is very satisfactory, as assessed by the experimental group. Learners become more motivated to perform in the class after receiving badges and moving up in the leaderboard as rewards for completing the tasks and getting good grades on the quizzes. The intrinsic and extrinsic motivation in learning is significantly higher in the experimental group than in the control group. Gamification-based technique positively influences the motivation of students to learn English. The more the students like and accept the gamification-based technique used in the class, the more motivated they become to participate actively.

Keywords: Gamification-Based Technique, Motivation, Learners, Intrinsic, Extrinsic.

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