Gamification to Engage Young Learners in the English Class
In this action research, our purpose was to carry out a pedagogical intervention in the English class using the Gamification method with first grade children in a private bilingual school. In the needs analysis we identify aspects that emerge from learning such as lack of motivation or disinterest a...
| Main Authors: | , , , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/15380 |
| _version_ | 1801706668216549376 |
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| author | Barbosa Alfonso, Luisa Fernanda Dueñez Castro, Juliana Patiño Flórez, Diana Castellanos Jaimes , Judith |
| author_facet | Barbosa Alfonso, Luisa Fernanda Dueñez Castro, Juliana Patiño Flórez, Diana Castellanos Jaimes , Judith |
| author_sort | Barbosa Alfonso, Luisa Fernanda |
| collection | OJS |
| description | In this action research, our purpose was to carry out a pedagogical intervention in the English class using the Gamification method with first grade children in a private bilingual school. In the needs analysis we identify aspects that emerge from learning such as lack of motivation or disinterest and low development in listening and speaking skills. The study is based on the questions, How does gamification support children's English skills? And What is the role of gamification in student engagement? We focus on three theoretical constructs: significant learning, young learners and gamification, taking into account authors such as Rieber (1996); Delgado and Breña, (2022), Ospina (2006), among others. When analyzing field notes and video transcripts, the results show that there was active participation, continuous student learning, greater interest in exploring, and confidence to ask unknown topics without fear. The development of listening and speaking skills was evidenced when recognizing, pronouncing and associating meanings in English and Spanish. The children expressed their knowledge, worked as a team with their peers, and there was commitment from the students |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-15380 |
| institution | Revista Enletawa Journal |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-153802024-03-14T04:42:04Z Gamification to Engage Young Learners in the English Class Gamificación para captar la atención de niños aprendices en la clase de inglés Barbosa Alfonso, Luisa Fernanda Dueñez Castro, Juliana Patiño Flórez, Diana Castellanos Jaimes , Judith Gamification motivation meaningful learning young learners speaking listening pedagogical intervention action research Gamificación motivación aprendizaje significativo niños aprendices habla escucha intervención pedagógica investigación-acción In this action research, our purpose was to carry out a pedagogical intervention in the English class using the Gamification method with first grade children in a private bilingual school. In the needs analysis we identify aspects that emerge from learning such as lack of motivation or disinterest and low development in listening and speaking skills. The study is based on the questions, How does gamification support children's English skills? And What is the role of gamification in student engagement? We focus on three theoretical constructs: significant learning, young learners and gamification, taking into account authors such as Rieber (1996); Delgado and Breña, (2022), Ospina (2006), among others. When analyzing field notes and video transcripts, the results show that there was active participation, continuous student learning, greater interest in exploring, and confidence to ask unknown topics without fear. The development of listening and speaking skills was evidenced when recognizing, pronouncing and associating meanings in English and Spanish. The children expressed their knowledge, worked as a team with their peers, and there was commitment from the students En esta investigación- acción, nuestro propósito fue realizar una intervención pedagógica en la clase de inglés utilizando el método de Gamificación con niños de grado primero en un colegio bilingüe de educación privada. En el análisis de necesidades identificamos aspectos que afectan el aprendizaje como falta de motivación o desinterés y bajo desarrollo en habilidades de escucha y habla. El estudio se basa en las preguntas ¿Cómo apoya la Gamificación las habilidades de inglés de los niños? y ¿Cuál es el papel de la gamificación en el compromiso de los estudiantes? Nos centramos en tres constructos teóricos: aprendizaje significativo, niños aprendices y gamificación, teniendo en cuenta autores como Rieber (1996); Delgado y Breña, (2022), Ospina (2006), entre otros. Al analizar notas de campo y transcripciones de videos, los resultados muestran que hubo participación activa, aprendizaje continuo de los estudiantes, mayor interés por explorar, y seguridad para preguntar temas desconocidos sin temor. Se evidenció el desarrollo de las habilidades de escucha y habla al reconocer, pronunciar y asociar significados en inglés y español. Los niños expresaron sus conocimientos, trabajaron en equipo con sus compañeros y hubo compromiso por parte de los estudiantes Universidad Pedagógica y Tecnológica de Colombia 2022-08-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/15380 10.19053/2011835X.15380 Enletawa Journal; Vol. 15 No. 1 (2022): ENLETAWA JOURNAL; 1-25 Enletawa Journal; Vol. 15 Núm. 1 (2022): ENLETAWA JOURNAL; 1-25 2463-1965 2011-835X spa https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/15380/12416 Copyright (c) 2022 Enletawa Journal https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| spellingShingle | Gamification motivation meaningful learning young learners speaking listening pedagogical intervention action research Gamificación motivación aprendizaje significativo niños aprendices habla escucha intervención pedagógica investigación-acción Barbosa Alfonso, Luisa Fernanda Dueñez Castro, Juliana Patiño Flórez, Diana Castellanos Jaimes , Judith Gamification to Engage Young Learners in the English Class |
| title | Gamification to Engage Young Learners in the English Class |
| title_alt | Gamificación para captar la atención de niños aprendices en la clase de inglés |
| title_full | Gamification to Engage Young Learners in the English Class |
| title_fullStr | Gamification to Engage Young Learners in the English Class |
| title_full_unstemmed | Gamification to Engage Young Learners in the English Class |
| title_short | Gamification to Engage Young Learners in the English Class |
| title_sort | gamification to engage young learners in the english class |
| topic | Gamification motivation meaningful learning young learners speaking listening pedagogical intervention action research Gamificación motivación aprendizaje significativo niños aprendices habla escucha intervención pedagógica investigación-acción |
| topic_facet | Gamification motivation meaningful learning young learners speaking listening pedagogical intervention action research Gamificación motivación aprendizaje significativo niños aprendices habla escucha intervención pedagógica investigación-acción |
| url | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/15380 |
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