Addressing the pervasive issue of low engagement in Chinese junior high school English classrooms, this study evaluates the efficacy of gamified cooperative teaching (GCT) using a mixed-methods design. By integrating surveys, pre- and postintervention vocabulary tests, systematic classroom observations, and semi-structured interviews, the research examines the behavioral and cognitive shifts of a cohort of seventh-grade English-as-a-foreign-language (EFL) learners. Findings indicate that the implementation of GCT was associated with a notable increase in active classroom participation and improved vocabulary retention compared with traditional instructional methods. Qualitative data from interviews and observations further suggest that the gamified collaborative framework effectively fostered student motivation and enhanced classroom dynamics. This study contributes to the EFL field by providing a localized pedagogical model tailored for the critical transition from primary to middle school. The results suggest that GCT is a promising strategy for fostering active learning environments, offering actionable insights for practitioners seeking to enhance student engagement in similar educational contexts.
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