Abstract
This article presents a theoretical review and meta-analysis of studies on the application of gamification in foreign language learning for future tourism professionals. It examines the core concepts and elements of gamification, highlights distinctions between game based methods and digital games, and synthesizes findings from both international and local research. Special attention is given to the impact of gamification on motivation, cognitive skill development, and the acquisition of vocabulary and grammar. The article also explores the potential of case-based games and simulations for modeling professional situations in tourism, contributing to the development of intercultural competence and profession-oriented language skills. The meta-analysis confirms the positive effects of gamification while also identifying limitations and research gaps, particularly in the context of Kazakhstan and Central Asia. The findings can inform curriculum design, the integration of gamification into LMS platforms, and the improvement of training programs for tourism specialists.