This study analyzes the application of gamification to improve English writing skills in basic education students at Escuela Ballenita, located in the canton of Santa Elena. A quantitative, non-experimental, cross-sectional design was applied. Data collection included surveys administered to 30 students, 5 teachers, and 3 administrative staff members. The instrument consisted of five Likert-scale questions focused on motivation, engagement, writing performance, use of gamification, and institutional support. Results show high levels of agreement among students regarding increased motivation (73%) and engagement (83%) in gamified learning environments. Most participants also report improvement in writing skills, including vocabulary use and sentence construction. Teachers confirm positive effects on student participation and performance. However, findings reveal limited and inconsistent implementation of gamification strategies in the classroom. Reported barriers include lack of teacher training, limited resources, and insufficient institutional support. The study concludes that gamification represents an effective strategy to enhance motivation, engagement, and writing skills in English as a Foreign Language (EFL) contexts. Consistent application, teacher preparation, and institutional commitment remain necessary to maximize its impact. Future research should focus on experimental and longitudinal designs to measure direct effects on writing proficiency.