This study aimed to investigate the impact of gamification on second language learning among children aged 6 to 8. A quasi-experimental design with pre-test and post-test control groups was employed. The study population consisted of 150 students from District 14 of Tehran, with 30 participants randomly assigned to experimental and control groups (15 each). The experimental group used the gamified application **English For Kids** for six sessions to learn English language concepts, while the control group received traditional instruction. Data collection tools included researcher-made tests for learning speed and accuracy, as well as the Toulouse-Pieron test. Data were analyzed using ANCOVA and SPSS software (version 2026). The results revealed that gamification had a significant effect on improving both the speed (P = 0.002) and accuracy (P = 0.000) of second language learning. The experimental group showed marked progress in understanding grammatical structures and vocabulary, while the control group exhibited no significant changes. These findings align with Self-Determination Theory and prior research, emphasizing that game elements such as instant feedback, rewards, and storytelling enhance both intrinsic and extrinsic motivation in children. Additionally, gamification reduced anxiety and facilitated learning through targeted repetition. Despite limitations such as a small sample size and short intervention period, this study demonstrates that gamification can be an effective strategy for teaching second languages to young learners. Future research with larger samples and longer durations is recommended to assess the long-term efficacy of this approach.