Paper Title
How Game-Based Tasks on Baamboozle Shape Willingness to Communicate in One-On-One Online English Lessons

Abstract
This study examined how the digital game-based platform Baamboozle supported learners’ willingness to communicate in one-on-one online English lessons. A retrospective qualitative narrative approach was employed, involving four learners who participated in individualized virtual instruction. Data were collected from existing online teaching artifacts, including lesson plans, screenshots of Baamboozle activities, chat transcripts, teacher’ notes, and documented learner performance. The data were analyzed thematically using indicators of communicative behavior such as speech initiation, voluntary participation, turn-taking, and confidence in oral tasks. The findings indicate that Baamboozle enhanced learners’ WTC by reducing anxiety, providing immediate and motivating feedback, facilitating structured turn-taking, and fostering communicative habits through consistent use across sessions. The study concludes that Baamboozle is a practical and engaging tool for promoting active oral participation in one-on-one online EFL contexts. It is recommended that teachers integrate simple and consistent game-based activities to support communicative readiness in individualized virtual learning environments. Keywords - Baamboozle; Willingness to Communicate; One-on-one Online Learning