Estrategias centradas en la lúdica: Un escenario de oportunidad para motivar el aprendizaje del inglés

This study aimed to analyze the impact of implementing ludic-centered strategies on motivating English language learning in 5th-grade students at IED Técnica de Rebolo. The theoretical foundations were based on authors such as Mayorga and Ruiz (2023), Jiménez and Negrete (2020), Quispe, Cruz, and Chusi (2021), Medina (2019), Buenafuentes (2019), La Francesco (2003), Millar (1992), Vygotsky (1989), Krashen (1983), Lenneber (1975), Froebel (1782-1852), among others. The study was framed within an introspective experiential epistemological approach, a socio-critical paradigm, and action research. The population consisted of 5th-grade students from IED Técnica de Rebolo. Data collection techniques included document review, observation of student performance, implementation of ludic strategies, behavior observation, and interviews to gather student opinions. The results showed that ludic-centered strategies were able to generate significant transformations in the students. This motivating and dynamic methodology led to improved academic performance, a more positive attitude towards learning, and holistic personal development.

• Autores: Taborda Zapardiel, Ronald
• Fecha de publicación: 2024
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/12926
• Acceso en línea: https://hdl.handle.net/11323/12926; https://repositorio.cuc.edu.co
• Palabra clave: Ludic; English language teaching; Learning motivation; Lúdica; Enseñanza del inglés; Motivación del aprendizaje
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)