A persistent issue exists in Kazakh higher education institutions regarding the nonsystematic approach to teaching grammar. Although some believe that grammar is acquired automatically, thus requiring no separate study, this sentiment may not be entirely accurate. Knowledge may sometimes be presented in an unsystematic manner, lacking structure and clarity. Therefore, students may struggle to comprehend and apply the language's logic effectively. Gamification is suggested as an entertaining and engaging approach to facilitate learning EFL and bridge students' attainments and practice of grammatical subjects. This study investigates a practical solution to that problem by introducing a blended game-based learning project called "Aengime," including board games, cards, and digital games. A qualitative research design was adopted, and the participants comprised three female TEFL teachers and 15 student teachers of science education. The data were collected via literature review, in-class observations, and a focus group interview. The results revealed that game-based activities were communicative in developing students' English skills, and the games positively impacted their self-confidence in speaking English. Also, results showed that incorporating games and playful elements facilitated a positive experience.