Gamification Effects on strenghthening Communicative Competence in English as a Foreign Language
DOI:
https://doi.org/10.37843/rted.v17i2.570
Article Sidebar
Main Article Content
Abstract
In 21st-century education, new objectives have gradually been implemented, from using a second language to developing digital skills. In this sense, the essay aimed to determine the effect of implementing a gamified strategy to strengthen communicative competence in primary school students in English as a foreign language. This essay was framed using the inductive method, the humanistic paradigm, a qualitative, interpretive approach, and a narrative topic design. Based on the above, the historical and investigative background and the theoretical foundation to support the effects of gamification in strengthening communicative competence in English will be disclosed. In this way, it would seek to impact the student's academic performance in English, the performance presented in standardized tests, and their future professional development.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Aguilera Castillo, A., Fúquene Lozano, C. A., & Ríos Pineda, W. F. (2014). Aprende jugando: el uso de técnicas de gamificación en entornos de aprendizaje. IM-pertinente, 2 (1), 125-143. https://n9.cl/04rbw
Barreiro Yáñez, M. (2021). Evaluación de una estrategia educativa basada en gamificación en el clima de aula, en la atención selectiva y aprendizaje. Universidad UMECIT.
Beltrán, M. (2017). El aprendizaje del idioma inglés como lengua extranjera. Revista Boletín Redipe, 6 (4), 91-98. https://doi.org/10.36260/rbr.v6i4.227 DOI: https://doi.org/10.36260/rbr.v6i4.227
Bermúdez, L., & González, L. (2011). La competencia comunicativa: elemento clave en las organizaciones. Quórum Académico, 8(1), 95-110. https://n9.cl/1khl
Campo, María. (2014). Colombia VeryWell! Programa Nacional de Inglés.Ministerio de Educación Nacional. https://n9.cl/sqb38
Chomsky, N. (1965). Aspects of the Theory of Syntax. The MIT Press. DOI: https://doi.org/10.21236/AD0616323
Coaquira Begazo, C. (2020). Prácticas pedagógicas desde el enfoque socioformativo: Una autoevaluación Docente en Perú. Revista de Ciencias Sociales, 26, 1-10. https://doi.org/10.31876/rcs.v26i0.34126 DOI: https://doi.org/10.31876/rcs.v26i0.34126
Congreso de la República de Colombia. (2023). Plan Nacional de Desarrollo 2022-2026. Bogotá.
Csikszentmihalyi, M. (1990). Flow the psychology of optimal experience. Harper Collins.
Fernando, R. (2015). Gamificación: cómo motivar a tu alumnado y mejorar el clima en el aula. Grupo Oceano.
Figueroa Flores, J. (2015). Using gramification to enhance second language learning. Digital Education Review. 27. 35-54. https://n9.cl/a58wsv
García-Casaus, F., Cara-Muñoz, J.F., Martínez-Sánchez, J.A., & Cara-Muñoz, M.M. (2020). La gamificación en el proceso de enseñanza-aprendizaje: una aproximación teórica. Logía, educación física y deporte, 1(1), 16-24. https://n9.cl/t8g42
Gil-Quintana, J., & Prieto Jurado, E. (2020). La realidad de la gamificación en educación primaria. Estudio multicaso de centros educativos españoles. Perfiles Educativos, XLII (168), 107-123. https://doi.org/10.14482/INDES.30.1.303.661 DOI: https://doi.org/10.22201/iisue.24486167e.2020.168.59173
Guarín Ramírez, M. D., & Ramírez Rojas, M. I. (2017). Desarrollo de habilidades de comprensión lectora en inglés -como lengua extranjera- en estudiantes de quinto de primaria. Revista Interamericana de Investigación, Educación y Pedagogía, 10(2), 59-78.
Herrera Cruz, M., Gómez Morales, Y., & Guelmes Valdés, E. L. (2022). El proceso de enseñanza-aprendizaje del inglés desde una mirada pedagógica centrada en la vivencia. EduSol, 22(79), 126-139. https://doi.org/10.15332/s1657-107X.2017.0002.04 DOI: https://doi.org/10.15332/s1657-107X.2017.0002.04
Huizinga, J. (1949). Homo Ludens: A study of the play-element in culture. Routledge & Kegan Paul.
Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected Readings, pp. 269-293. Harmondsworth: Penguin.
Kapp, K. (2012). The Gamification of Leaning and Instruction: Game-Based Methods and Strategies for Training and Education. John Wiley & Sons. DOI: https://doi.org/10.1145/2207270.2211316
Ley 115 de 1994. (8 de febrero de 1994). Congreso de la República. Diario oficial No. 41.214. https://n9.cl/2ora
Ley 1651 de 2013. (12 de julio de 2013). Congreso de la República. Diario oficial No. 48849. https://n9.cl/atth2
Llorens-Largo, F., Gallego-Durán, F.J., Villagrá-Arnedo, C.J., Compañ-Rosique, P., Satorre-Cuerda, R., & Molina-Carmona, R. (2016). Gamificación del Proceso de Aprendizaje: Lecciones Aprendidas. VAET-RITA, 4 (1), 25-32. http://hdl.handle.net/10045/57605
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Imprenta Nacional. https://n9.cl/1huaj
Moreira, P., & Vanegas, L. (2020). Desarrollo de competencias comunicativas del idioma inglés. Dominio de las Ciencias, 6(4), 1292-1303. https://doi.org/10.23857/dc.v6i4.1537
Peñaranda, L. (2016). La comprensión lectora del inglés como lengua extranjera. Revista Educación y Pensamiento, 19-27. https://n9.cl/ptctc
Rodríguez-Cajamarca, L., Garcia-Herrera, D., Guevara-Vizcaíno, C. & Erazo-Álvarez, J. (2020). Alianza entre aprendizaje y juego: Gamificación como estrategia metodológica que motiva el aprendizaje del Inglés. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 370–391. https://doi.org/10.35381/r.k.v5i1.788 DOI: https://doi.org/10.35381/r.k.v5i1.788
Skinner, E., & Belmont, M. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85 (4), 571-581. https://psycnet.apa.org/doi/10.1037/0022-0663.85.4.571 DOI: https://doi.org/10.1037//0022-0663.85.4.571
Valencia-Correa, A. & Vega-Herrera, L. (2022). Caracterización del programa nacional de bilingüismo en los últimos cinco años (un enfoque a las percepciones de los estudiantes). Ingenio Libre, 10 (20),1-22. https://doi.org/10.18041/2322-8415/ingelibre.2022.v10n20.9365
Villegas, C., García-Santillán, A., & Escalera-Chávez, M. E. (2016). Variables que influyen sobre el aprendizaje del inglés como segunda lengua. Revista Internacional de Lenguas Extranjeras, (5), 79-94. https://raco.cat/index.php/RILE/article/view/316766 DOI: https://doi.org/10.17345/rile5.1004
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
