Huong can high school is located in a mountainous area in Phu Tho. Over 90 percent of the students in this area belong to ethnic minority populations and possess low English learning motivation. As with various other schools in Vietnam, English grammar lessons were seemingly boring to them and thus ineffective. For this action research project, the authors employed gamified interactive learning tools –GILT (Nearpod, Quizizz, Kahoot…). GILTs were applied in a manner supporting exams and assignments, with the hope of improving the current learning situation. The research was conducted during a 3-month period and involved the voluntary participation of 90 tenth grade students. The actual timeframe was September 2020 to December 2021. The purpose was to examine the effectiveness of GILT in the classroom with regard to grammar knowledge and students’ motivation to learn English. To measure the progress of students, two instruments were employed: pre-test and post-test questionnaires measuring the motivation to learn English and reactions to Nearpod. The pre- and post-grammar tests were used in order to measure the progress of students’ grammar. The results of this study revealed that GILT could motivate learners via improvement in intrinsic motivation. The test also revealed that a majority of students improved their grammar after the. Hopefully, the results of this study will be helpful to other schools and institutions. Keywords: GILT, Nearpod, kahoot, Quizizz intrinsic motivation, technology, grammar, quantitative research.