The widespread digitalization in modern society has greatly influenced the educational system. Contemporary second-language teaching increasingly involves the use of ICT in the classroom, as well as the application of the concept of gamification. The concept of gamification refers to the use of game-based elements in teaching, such as levels, points, rewards, trophies, progress leaderboards, etc. At the core of this concept lies motivational theory, which seeks to motivate students through external rewards and stimuli to encourage active participation in learning. Given that this concept is relatively new in the field of education, not many studies have been conducted on the attitudes of students and teachers towards gamification. Therefore, the aim of this paper was to examine the attitudes of students and teachers towards the concept of gamification in English language instruction, as well as the connection between students' selfassessment of learning styles and goal orientations with their perception of gamification. This connection is based on motivational theory and the need to investigate potential predictors that could enhance the achievement of learning outcomes. The research results demonstrated a connection between the positive aspects of gamification with active and guided learning, along with two factors of goal orientation: learning-oriented and performance-oriented goals. Likewise, the negative aspects of gamification among students were associated with performance orientation and avoidance orientation. Furthermore, certain predictors such as gender, grade, and academic success were predominantly significant in students' selfassessment of goal orientations and learning styles among seventh and eighth graders. The variable of residence size was not shown to be a significant predictor in students' selfassessment. When it comes to teachers’ results, the research confirmed positive attitudes towards the concept of gamification, with work experience and residence size being mostly significant predictors in self-assessment, while no differences were found among teachers based on the grade level they teach. These results are significant as they provide a solid foundation for further research on similar topics, with the aim of optimizing the implementation of gamification in language teaching processes.