Innovative teaching strategies such as Gamification, Technology-Enhanced Language Learning (TELL), and Project-Based Learning (PBL) are increasingly recognized for their potential to enhance student engagement and language acquisition in English as a Foreign Language (EFL) classrooms. While the individual effectiveness of these methods has been widely examined, limited research has explored their combined impact, particularly in elementary-level EFL contexts. This study addresses this gap by investigating how the integration of these three approaches influences young learners’ motivation, participation, and language development. Adopting a qualitative research design, data were collected through semistructured interviews with elementary EFL instructors and classroom observations across multiple teaching sessions. Thematic analysis of the data revealed that gamification significantly increased students’ motivation and fostered cooperative learning environments. TELL tools enriched the learning experience by offering interactive and multimodal resources that facilitated real-time communication and personalized feedback. PBL provided authentic contexts for language use, encouraging students to collaborate, solve problems, and communicate meaningfully, which enhanced their confidence and fluency. Moreover, the combined use of these strategies was found to lower language anxiety and improve the retention of vocabulary and grammatical structures. The findings emphasize the importance of student-centered and engagement-driven pedagogies that support active learning and practical language use. The study also underscores the need for teacher training and curriculum development programs to prepare educators to effectively integrate these approaches into their teaching practices. This research contributes to the growing body of literature on innovative language teaching methods and provides practical insights for educators and policymakers aiming to improve EFL instruction at the elementary level. Future studies are recommended to evaluate the long-term impact of such integrative strategies and examine their effectiveness across diverse educational settings and learner profiles. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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