As education rapidly moves into the digital space, online games are becoming not only a source of entertainment but also an effective tool for developing the communication skills of future language teachers. This article considers how gamification and game-based learning can be used in teacher training and what differences exist between these two approaches. The work is based on the analysis of scientific literature and the modeling of a lesson with game elements. Special attention is given to online multiplayer games, as many studies show that they improve students’ motivation, encourage both oral and written communication, and create conditions for intercultural interaction. A comparative table is included to show the main distinctions between gamification and game-based learning. In addition, several examples of training activities with quests, role-playing, and achievement systems are described. These examples demonstrate that the use of game mechanics helps students engage more actively in the learning process. The conclusion emphasizes the advantages of integrating online games into language teacher education and points out the need for further research, especially regarding long-term effects and the selection of the most effective game mechanics.

KUNBAYEV D.K.

Master's student, department of foreign languages, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan

E-mail: damirkunbaev@gmail.com, https://orcid.org/0009-0001-2816-3974

ZHUSSUPOVA R.F.

PhD in pedagogical sciences, associate professor, department of theory and practice of foreign languages, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan

E-mail: rozazhusupova@mail.ru, https://orcid.org/0000-0003-1850-2052

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