Fomentar del aprendizaje del vocabulario en inglés mediante la estrategia de gamificación. Un estudio preliminar
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Published:
Mar 8, 2023
Keywords:
Estrategia de gamificación, idioma inglés, plataforma Duolingo, adquisición de vocabulario.
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Abstract
Este estudio se realizó para establecer la efectividad de la estrategia de Gamificación en la adquisición de vocabulario en el idioma inglés en los estudiantes del primer semestre del Programa de Pedagogía en Lenguas Nacionales y Extranjeras de la Universidad Técnica de Ambato. Se utilizó una metodología descriptiva y correlacional, y como técnica de recolección de datos se aplicó un pre-test y pos-test de conocimientos. En este estudio de investigación participaron 73 estudiantes (36 estudiantes estuvieron en el grupo de control y 37 en el grupo experimental). Los resultados del pretest mostraron que la mayoría de los estudiantes tenían un vocabulario limitado en la lengua inglesa. Por ello, se propuso el uso de la plataforma de aprendizaje Duolingo como estrategia de gamificación para mejorar el nivel de vocabulario que los alumnos demandan. Finalmente, se aplicó un pos-test, que mostró que los alumnos pasaron de un nivel básico a uno intermedio, estableciendo la efectividad de la estrategia de gamificación propuesta (plataforma de aprendizaje Duolingo) en la adquisición de nuevo vocabulario.
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Jordán Buenaño, C. del R., Encalada Trujillo, E. G., Iza Pazmiño, S. J., & Altamirano Carvajal, S. P. (2023). Fomentar del aprendizaje del vocabulario en inglés mediante la estrategia de gamificación. Un estudio preliminar. ConcienciaDigital, 6(1.4), 60-78. https://doi.org/10.33262/concienciadigital.v6i1.4.1986
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References
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Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Tekinbas, M., & Zimmerman, R. (2004). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Vesterinen, W., & Mylläri, A. (2014). An investigation of the effectiveness of English language apps for EFL vocabulary building. VI(I), 1083–1102.
Werbach, L. (2014). Adquisición de Nuevo Vocabulario a través de Guadalingo: Un Caso Experimental Máster Universitario en Lenguas y Tecnología Estudiante: Lulu Wang Supervisor: Ricardo Casañ Pitarch.
Zichermann, M., & Cunninghman, T. (2011). Constructivist Learning, Vocabulary Learning Strategies and Motivational Theories for English Vocabulary Acquisition Tool Using Cloud Computing. International Journal of Academic Research in Business and Social Sciences, 9(13). https://doi.org/10.6007/ijarbss/v9-i13/6485
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
Castro, Da Hora, & Pereira, T. (2016). The effect of game-based learning on vocabulary acquisition for middle school English language learners. ProQuest Dissertations and Theses, 103. https://bit.ly/3JVv0fA
Chou, P. (2015). A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 928–960. https://doi.org/10.17762/turcomat.v12i3.828
Dicheva, D., & Dichev, C. (2015, October). Gamification in education: Where are we in 2015? [Online]. Paper presented at the E-Learn Conference 2015 - World Conference on E-Learning, Kona, Hawaii. Retrieved from http://www.wssu.edu/profile/dept/cs/dichevc/documents/gamification-education-where-are2015.pdf
Dicheva, D., & Dichev, C. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review [Online]. International Journal of Educational Technology in Higher Education, 14(9), 1–36. Retrieved from https://link.springer.com/article/10.1186/s41239-017-0042-5
Duy, P., Long, M., & Hiroyuki, H. (2017). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
First, E. (2019). The world’s largest ranking of countries and regions by English skills. Retrieved on July 18, 2019.
Garcia, G., Garcia, J., & Questier, F. (2017). Governmental partnerships for language learning: A commercial language platform for young workers in Colombia. The EuroCALL Review, 25(2), 42. https://doi.org/10.4995/eurocall.2017.8620
Hua, D. (2020). An Analysis of Winning Streak’s Effects in Language Course of “Duolingo.” Asia-Pacific Journal of Information Technology & Multimedia, 06(02), 23–29. https://doi.org/10.17576/apjitm-2017-0602-03
Huotari, X., & Hamari, T. (2012). Game-based learning platform and its effects on present tense mastery: Evidence from an ESL classroom. International Journal of Learning, Teaching and Educational Research, 19(5), 13–26. https://doi.org/10.26803/ijlter.19.5.2
Jordan, Buenaño, C. R. (2021). Gamification strategy and the English learning vocabulary. (Tesis de Maestría). Pontificia Universidad Católica del Ecuador. Sede Ambato. https://repositorio.pucesa.edu.ec/bitstream/123456789/3319/1/77474.pdf
Kapp, K. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: John Wiley & Sons.
Kayseroglu, M. A., & Samur, Y. (2018). Journal of learning and teaching in digital age. Journal of Learning and Teaching in Digital Age (JOLTIDA), 3(2), 27–41. http://joltida.org/index.php/joltida/article/view/60/129
Krokfors, M., Kangas, S., & Kopisto, M. (2014). Journal of learning and teaching in digital age. Journal of Learning and Teaching in Digital Age (JOLTIDA), 3(2), 27–41. http://joltida.org/index.php/joltida/article/view/60/129
Macías, Y. y Villafuerte, J. (2020). Teaching English Language in Ecuador: A Review from the Inclusive Educational Approach. Journal of Arts & Humanities, 9(2), 75-90. http://doi.org/10.18533/journal.v9i2.1854
Marczewski, Z. (2015). Receptive Vocabulary Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which One Important? 6(11), 261–271. https://doi.org/10.6007/IJARBSS/v6-i11/2395
Mchucha, Ismail, &Tibok. (2017). Gamified EFL instruction: An overview of the most recent research trends. CEUR Workshop Proceedings, 2145, 7–12.
Munday, P. (2015). the Case for Using Duolingo as Part of the Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
Musa, T., & Mohamad, P. (2017). The Effects of Digital Game-based Learning on Primary School Students in the English Vocabulary Achievement and Acceptance. Innovative Teaching and Learning Journal, 1(1), 61–74. http://web2.fp.utm.my/itlj/index.php/itlj/article/viewFile/14/11
Nah F.FH., Zeng Q., Telaprolu V.R., Ayyappa A.P., Eschenbrenner B. (2014) Gamification of Education: A Review of Literature. In: Nah F.FH. (eds) HCI in Business. HCIB 2014. Lecture Notes in Computer Science, vol 8527. Springer, Cham. https://doi.org/10.1007/978-3-319-07293-7_39
Silver-Bonito, T. (2014). Video Games as Motivators of English Vocabulary Acquisition and Reading. 453(Inusharts 2019), 22–27.
Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Tekinbas, M., & Zimmerman, R. (2004). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Vesterinen, W., & Mylläri, A. (2014). An investigation of the effectiveness of English language apps for EFL vocabulary building. VI(I), 1083–1102.
Werbach, L. (2014). Adquisición de Nuevo Vocabulario a través de Guadalingo: Un Caso Experimental Máster Universitario en Lenguas y Tecnología Estudiante: Lulu Wang Supervisor: Ricardo Casañ Pitarch.
Zichermann, M., & Cunninghman, T. (2011). Constructivist Learning, Vocabulary Learning Strategies and Motivational Theories for English Vocabulary Acquisition Tool Using Cloud Computing. International Journal of Academic Research in Business and Social Sciences, 9(13). https://doi.org/10.6007/ijarbss/v9-i13/6485