In higher education, the teaching of English has the objective of expanding the field of work and knowledge and improving the personal profile through the certification of international language exams. Therefore, this research aimed to determine the level of student perception regarding gamification tools in the technical English course of the Human Medicine career at a Peruvian University. For this purpose, a descriptive investigation was carried out with a duration of one academic semester. The research method was hypothetical-inductive. To obtain data, the survey technique and structured interview were used. The results demonstrated a positive level of satisfaction on the part of the students in the three gamified tools put to research. Based on the results obtained, it is assumed that the gamification tools in the teaching of English have better reception and predisposition due to their great acceptance and skills that make learning more meaningful. In addition, gamification seems to generate educative dedication, commitment, responsibility, and self-learning in students which causes a great expectation of the use of the three tools put to research as well as similar ones in the future of EFL.