In English for Specific Purposes (ESP) education, the synergy between autonomous learning, gamified Massive Open Online Course (MOOC) platforms, and self-directed learning (SDL) frameworks is underexplored. Despite recognizing autonomous learning's significance in language education, there is a lack of in-depth analysis of their interaction within ESP contexts. This study aims to address this void by thoroughly examining how gamified MOOC platforms impact autonomous learning in ESP courses, exploring unique opportunities and challenges. This mixed-methods research design delves into the complexities of self-management, self-motivation, and self-control in a gamified MOOC environment using Garrison's Model Framework for SDL. Analyzing data from the 27 students enrolled in the course, the research offers insights into how gamification influences SDL behaviors and shapes autonomous learning in ESP contexts. The findings reveal both opportunities and challenges, showcasing improvements in certain aspects of SDL while highlighting obstacles like maintaining motivation and optimizing time management. The study provides actionable insights for educators, instructional designers, and policymakers, emphasizing the potential of gamified MOOC platforms to enhance ESP courses and promote autonomous learning in digital environments.