Gamification : a tool to improve speaking skill through the TBL approach.
Using gamification as a pedagogical strategy, this research aimed to improve seventh-grade students’ English-speaking skills through the Task-Based Learning approach. For this reason, this study sought to answer How can gamification as a pedagogical strategy improve seventh-grade students' Engl...
- Autores:
-
Almanza Molina, Ana Lucia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/19735
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/19735
- Palabra clave:
- Gamification
Task-based learning
Speaking skills
Pronunciation
Fluency
Gamificación
Aprendiazaje basado en tareas
Habilidades comunicativas
Pronunciación
Fluidez
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Gamification : a tool to improve speaking skill through the TBL approach. |
| title |
Gamification : a tool to improve speaking skill through the TBL approach. |
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Gamification : a tool to improve speaking skill through the TBL approach. Gamification Task-based learning Speaking skills Pronunciation Fluency Gamificación Aprendiazaje basado en tareas Habilidades comunicativas Pronunciación Fluidez |
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Gamification : a tool to improve speaking skill through the TBL approach. |
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Gamification : a tool to improve speaking skill through the TBL approach. |
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Gamification : a tool to improve speaking skill through the TBL approach. |
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Gamification : a tool to improve speaking skill through the TBL approach. |
| title_sort |
Gamification : a tool to improve speaking skill through the TBL approach. |
| dc.creator.fl_str_mv |
Almanza Molina, Ana Lucia |
| dc.contributor.advisor.spa.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.none.fl_str_mv |
Almanza Molina, Ana Lucia |
| dc.subject.eng.fl_str_mv |
Gamification Task-based learning Speaking skills Pronunciation Fluency |
| topic |
Gamification Task-based learning Speaking skills Pronunciation Fluency Gamificación Aprendiazaje basado en tareas Habilidades comunicativas Pronunciación Fluidez |
| dc.subject.keywords.spa.fl_str_mv |
Gamificación Aprendiazaje basado en tareas Habilidades comunicativas Pronunciación Fluidez |
| description |
Using gamification as a pedagogical strategy, this research aimed to improve seventh-grade students’ English-speaking skills through the Task-Based Learning approach. For this reason, this study sought to answer How can gamification as a pedagogical strategy improve seventh-grade students' English-speaking skills through a task-based learning approach at Guillermo Cano Isaza School? To attain the objective and answer the question, the action research was carried out by proposing a series of four tasks that included game elements based on students’ preferences. Then they were implemented, and the information collected through field notes, audio recordings, and surveys was evaluated. The findings show the impact of gamification on speaking skills such as pronunciation and fluency because students got the confidence and took the risk to speak and practice during the sessions. |
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2024 |
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2024-06-24T13:29:48Z |
| dc.date.issued.none.fl_str_mv |
2024 |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
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http://hdl.handle.net/20.500.12209/19735 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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| dc.language.iso.spa.fl_str_mv |
eng |
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eng |
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3 strategies for motivating ESL students. (n.d.). Lesley.edu. Retrieved October 30, 2022, from https://lesley.edu/article/3-strategies-for-motivating-esl-students Abdurashitovna, S. (2012). The influence of motivation in the foreign language learning process. UNIVERSITY OF PHYSICAL EDUCATION AND SPORT, TASHKENT, REPUBLIC OF UZBEKISTAN. https://cyberleninka.ru/article/n/the-influence-of-motivation-in-the-foreign-language-learning-process.pdf Alizadeh, M. (2016). The Impact of Motivation on English Language Learning. International Journal of Research in English Ed, 1(1), 11–15. https://ijreeonline.com/article-1-23-en.pdf Amaya, I., & Bajaña, J. (2020). The use of gamification to enhance the english as a foreign language. Polo Del Conocimiento, 5(3), 865–881. https://dialnet.unirioja.es/servlet/articulo?codigo=7398421 Anak, C., & Hua, T. (2021). Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz. Journal of Education and E-Learning Research, 8(1), 103–108. https://eric.ed.gov/?id=EJ1289663 Barrera, D. (2004). Can Pronunciation Be Taught? A Review of Research and Implications for Teaching. Revista Alicantina de Estudios Ingleses. https://idus.us.es/bitstream/handle/11441/62951/RAEI_17_3.pdf?sequence=1 Bailey, J. (2008). First steps in qualitative data analysis: transcribing. Family Practice Advance Access, 25, 127–131. https://academic.oup.com/fampra/article/25/2/127/497632?login=false Beglar, D., & Hunt, A. (2002). Implementing Task-Based Language Teaching. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Approach of Current Practice (pp. 96–106). Cambridge University Press. Bell, J., & Waters, S. (2014). Doing your research project: a guide for first-time researchers. Mc Graw Hill Education. Bonilla, J. (2022). Gamification strategies to develop speaking fluency in 6th-grades students at Daniel Reyes school in the academic year 2021-2022 [Universidad Técnica del Norte]. http://repositorio.utn.edu.ec/handle/123456789/12573 Brown, D. (2001). The present: An Informed “Approach.” In Teaching by Principles: An Interactive Approach To Language Pedaogogy (pp. 39–53). Pearson Education. Brown, D. (2001). Teaching Speaking. In Longman (Ed.), Teaching by Principles: An Interactive Approach To Language Pedaogogy (pp. 267–297). Pearson Education. Büyükkarci, K. (2009). A Critical Analysis of Task-Based Learning. Kastamonu Education Learning, 17(1), 313–320. https://dergipark.org.tr/en/download/article-file/817956 Çeker, E., & Özdaml, F. (2017). What “Gamification” is and what it’s not. European Journal of Contemporary Education, 6(2), 2305–6746. https://www.academia.edu/63312309/What_Gamification_is_and_what_it_s_not?from_sitemaps=true&version=2 Derakhshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies, 6(2), 177–186. https://pdfs.semanticscholar.org/45cc/d304d039c37102a4522bcd9a44a10ea94ca0.pdf Díaz, O. (2021). Improving integrated skills through gamification in the EFL classroom [Universidad Pedagógica Nacional]. http://upnblib.pedagogica.edu.co/handle/20.500.12209/16719 Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9), 1–36. Esquivel, L. (2019). Gamification: A mission to foster students’ engagement and interaction in the EFL classroom [Universidad Pedagógica Nacional]. http://repository.pedagogica.edu.co/handle/20.500.12209/10368 Figueroa, J. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27, 32–54. https://files.eric.ed.gov/fulltext/EJ1065005.pdf Galeano, J., & Rodríguez, L. (2016). El uso de las técnicas de gamificación en la adquisición de vocabulario y el dominio de los tiempos verbales en inglés [Universidad Pedagógica Nacional]. http://repository.pedagogica.edu.co/handle/20.500.12209/369 Glasow, P. (2005). Fundamentals of Survey Research Methodology. MITRE. https://www.mitre.org/sites/default/files/pdf/05_0638.pdf Harmer, J. (2010). Teaching speaking. In J. Harmer (Ed.), How to teach English (pp. 123–132). Pearson Education Limited. Hernández, R., Fernández, C., & Baptista, M. del P. (2010). Metodología de la Investigación. McGraw-Hill. https://upvv.clavijero.edu.mx/cursos/LEB0742/documentos/Metodologiadelainvestigacion.pdf Hişmanoğlu, M. (2006). Curent Perspectives on Pronunciation Learning and Teaching. Journal of Language and Linguistic Studies, 2(1). https://dergipark.org.tr/en/download/article-file/104683 Housen, A., & Kuiken, F. (2009). Complexity, Accuracy and Fluency in Second Language Acquisition. Applied Linguistics , 30(4), 1–22. https://doi.org/10.1093/applin/amp048 Ibna, P., & Hadina, H. (2021). A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills. Journal of Language and Education, 7(1), 229–240. https://jle.hse.ru/article/view/10737 Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., Von, W. Y., Woo, A., & Rao, Y. S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education (IJERE), 9(3), 684~690. https://eric.ed.gov/?id=EJ1274762 Mullins, J., & Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 304–314. https://www.sciencedirect.com/science/article/abs/pii/S0148296318304739 Muñoz, A., Ariztizábal, L., Crespo, F., Gaviria, S., Lopera, L., & Palacio, M. (2003). Assessing Spoken Language in EFL: Beliefs and Practices. Universidad EAFIT, 129, 63–73. https://www.researchgate.net/publication/26422984_ASSESSING_SPOKEN_LANGUAGE_IN_EFL_BELIEFS_AND_PRACTICES Naranjo, M. (2009). Motivación: Perspectivas teóricas y algunas consideraciones de su importancia en el ámbito educativo. Revista Educación, 33(2), 153.170. https://www.redalyc.org/pdf/440/44012058010.pdf Newbury, D. (2001). Diaries and Fieldnotes in the Research Process. The Research Training Initiative, 1. https://icd.wordsinspace.net/course_material/mrm/mrmreadings/riadmIssue1.pdf Nurtanto, M., Kholifah, N., Ahdhianto, E., & Samsudin, A. (2021). A Review of Gamification Impact on Student Behavioral and Learning Outcomes. International Journal of Interactive Mobile Technologies (IJIM), 15(21), 22–36. https://www.researchgate.net/publication/356064525_A_Review_of_Gamification_Impact_on_Student_Behavioral_and_Learning_Outcomes Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. (2021). A Review of Gamification Impact on Student Behavioral and Learning Outcomes. International Journal of Interactive Mobile Technologies (IJIM), 15(21), 22–36. https://online-journals.org/index.php/i-jim/article/view/24381 O’Brien, R. (2001). An Overview of the Methodological Approach of Action Research. Roberto Richardson. Öztürk, Ç., & Kormaz, Ö. (2020). The Effect of Gamification Activities on Students’ Academic Achievements in Social Studies Course, Attitudes towards the Course and Cooperative Learning Skills. Participatory Educational Research (PER), 7(1), 1–15. https://www.researchgate.net/publication/337743841_The_Effect_of_Gamification_Activities_on_Students'_Academic_Achievements_in_Social_Studies_Course_Attitudes_towards_the_Course_and_Cooperative_Learning_Skills Patterson, D. (2013). Fluency-Building Activities for the EFL Classroom. Working Papers in Language Education and Research, 1(1), 71–84. https://www.researchgate.net/publication/304592962_Fluency-Building_Activities_for_the_EFL_Classroom Phillippi, J., & Lauderdale, J. (2018). A Guide to Field Notes for Qualitative Research: Context and Conversation. Qualitative Health Research, 28(3), 381–388. https://www.researchgate.net/publication/315944152_A_Guide_to_Field_Notes_for_Qualitative_Research_Context_and_Conversation/link/5eb2fd5e92851cbf7fad91a5/download Riaño, W. (2020). Treating you well: Boosting fellowship in an EFL environment by means of gamification principles implementation [Universidad Pedagógica Nacional]. http://repository.pedagogica.edu.co/handle/20.500.12209/12678 Rodríguez Vásquez, J. L., & Sánchez Moncada, Y. V. (2020). Influence of the gamification techniques in the speaking skills [Universidad de Guayaquil]. http://repositorio.ug.edu.ec/handle/redug/50349?mode=full Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological Perspectives on Motivation through Gamification. Interaction Design and Architecture(s) Journal, 19, 28–37. https://mediatum.ub.tum.de/doc/1222424 Saldaña, J. (2013). The Coding Manual for Qualitative Researchers. SAGE Publications. Sánchez, A. (2013). Bilingüismo en Colombia. Economía y Región, 7(2), 65–89. Shumin, K. (2002). Teaching Speaking. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 201–233). Cambridge University Press. Stoeffler, K., Rosen, Y., Bolsinova, M., & . von Davier, A. A. (2020). Gamified performance assessment of collaborative problem solving skills. Computers in Human Behavior. https://www.sciencedirect.com/science/article/abs/pii/S0747563219302146 Tohidi, H., & Jabbari, M. (2012). The effects of motivation in education. Procedia - Social and Behavioral Sciences, 31, 820–824. https://www.sciencedirect.com/science/article/pii/S1877042811030771/pdf?md5=4ec50ec4f0a98a40a41682a6fbd08420&pid=1-s2.0-S1877042811030771-main.pdf Tohidi, H., & Mehdi, M. (2012). The effects of motivation in education. Procedia - Social and Behavioral Sciences, 31, 820–824. https://www.sciencedirect.com/science/article/pii/S1877042811030771 Wang, F. (2008). Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning. North American Journal of Psychology, 10(3), 633–646. http://selfdeterminationtheory.org/SDT/documents/2008_WangFX_NAJP.pdf (N.d.). Languages.Dk. Retrieved November 7, 2022, from https://www.languages.dk/archive/pools-m/manuals/final/taskuk.pdf |
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Martínez Cifuentes, DianaAlmanza Molina, Ana LuciaBogotá, Colombia2024-06-24T13:29:48Z2024-06-24T13:29:48Z2024http://hdl.handle.net/20.500.12209/19735instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Using gamification as a pedagogical strategy, this research aimed to improve seventh-grade students’ English-speaking skills through the Task-Based Learning approach. For this reason, this study sought to answer How can gamification as a pedagogical strategy improve seventh-grade students' English-speaking skills through a task-based learning approach at Guillermo Cano Isaza School? To attain the objective and answer the question, the action research was carried out by proposing a series of four tasks that included game elements based on students’ preferences. Then they were implemented, and the information collected through field notes, audio recordings, and surveys was evaluated. The findings show the impact of gamification on speaking skills such as pronunciation and fluency because students got the confidence and took the risk to speak and practice during the sessions.Submitted by Ana Lucia Almanza Molina (alalmanzam@upn.edu.co) on 2024-06-06T22:27:31Z No. of bitstreams: 2 Gamification A Tool to Improve Speaking Skill Through the TBL Approach.pdf: 3546470 bytes, checksum: 983140b9a07fdf53b935b6172c38114b (MD5) Licencia de uso.pdf: 989636 bytes, checksum: 229097f08d9665f64263206da5c31450 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-06-07T18:00:32Z (GMT) No. of bitstreams: 2 Gamification A Tool to Improve Speaking Skill Through the TBL Approach.pdf: 3546470 bytes, checksum: 983140b9a07fdf53b935b6172c38114b (MD5) Licencia de uso.pdf: 989636 bytes, checksum: 229097f08d9665f64263206da5c31450 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-06-24T13:29:48Z (GMT) No. of bitstreams: 2 Gamification A Tool to Improve Speaking Skill Through the TBL Approach.pdf: 3546470 bytes, checksum: 983140b9a07fdf53b935b6172c38114b (MD5) Licencia de uso.pdf: 989636 bytes, checksum: 229097f08d9665f64263206da5c31450 (MD5)Made available in DSpace on 2024-06-24T13:29:48Z (GMT). No. of bitstreams: 2 Gamification A Tool to Improve Speaking Skill Through the TBL Approach.pdf: 3546470 bytes, checksum: 983140b9a07fdf53b935b6172c38114b (MD5) Licencia de uso.pdf: 989636 bytes, checksum: 229097f08d9665f64263206da5c31450 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoUsando la gamificación como una estrategia pedagógica, investigación tuvo como objetivo mejorar las habilidades de habla en inglés de los estudiantes de séptimo grado a través del enfoque Aprendizaje Basado en Tareas. Por esta razón, este estudio buscó responder ¿Cómo puede la gamificación como una estrategia pedagógica mejorar las habilidades de habla en inglés de los estudiantes de grado séptimo a través del enfoque Aprendizaje Basado en Tareas en el colegio Guillermo Cano Isaza? Para alcanzar el objetivo y responder la pregunta, la investigación acción se llevó a cabo proponiendo una serie de cuatro tareas las cuales incluían elementos de juegos basados en las preferencias de los estudiantes. Estas fueran implementadas, la información recolectada a través de diarios de campo, grabaciones en audio y encuestas fue evaluada. Los hallazgos muestran el impacto de la gamificación en habilidades comunicativas como la pronunciación y la fluidez porque los estudiantes adquirieron confianza y se atrevieron a hablar y practicar durante las sesiones.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalGamificationTask-based learningSpeaking skillsPronunciationFluencyGamificaciónAprendiazaje basado en tareasHabilidades comunicativasPronunciaciónFluidezGamification : a tool to improve speaking skill through the TBL approach.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesis3 strategies for motivating ESL students. (n.d.). Lesley.edu. Retrieved October 30, 2022, from https://lesley.edu/article/3-strategies-for-motivating-esl-studentsAbdurashitovna, S. (2012). The influence of motivation in the foreign language learning process. UNIVERSITY OF PHYSICAL EDUCATION AND SPORT, TASHKENT, REPUBLIC OF UZBEKISTAN. https://cyberleninka.ru/article/n/the-influence-of-motivation-in-the-foreign-language-learning-process.pdfAlizadeh, M. (2016). The Impact of Motivation on English Language Learning. International Journal of Research in English Ed, 1(1), 11–15. https://ijreeonline.com/article-1-23-en.pdfAmaya, I., & Bajaña, J. (2020). The use of gamification to enhance the english as a foreign language. Polo Del Conocimiento, 5(3), 865–881. https://dialnet.unirioja.es/servlet/articulo?codigo=7398421Anak, C., & Hua, T. (2021). Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz. Journal of Education and E-Learning Research, 8(1), 103–108. https://eric.ed.gov/?id=EJ1289663Barrera, D. (2004). Can Pronunciation Be Taught? A Review of Research and Implications for Teaching. Revista Alicantina de Estudios Ingleses. https://idus.us.es/bitstream/handle/11441/62951/RAEI_17_3.pdf?sequence=1Bailey, J. (2008). First steps in qualitative data analysis: transcribing. Family Practice Advance Access, 25, 127–131. https://academic.oup.com/fampra/article/25/2/127/497632?login=falseBeglar, D., & Hunt, A. (2002). Implementing Task-Based Language Teaching. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Approach of Current Practice (pp. 96–106). Cambridge University Press.Bell, J., & Waters, S. (2014). Doing your research project: a guide for first-time researchers. Mc Graw Hill Education.Bonilla, J. (2022). Gamification strategies to develop speaking fluency in 6th-grades students at Daniel Reyes school in the academic year 2021-2022 [Universidad Técnica del Norte]. http://repositorio.utn.edu.ec/handle/123456789/12573Brown, D. (2001). The present: An Informed “Approach.” In Teaching by Principles: An Interactive Approach To Language Pedaogogy (pp. 39–53). Pearson Education.Brown, D. (2001). Teaching Speaking. In Longman (Ed.), Teaching by Principles: An Interactive Approach To Language Pedaogogy (pp. 267–297). Pearson Education.Büyükkarci, K. (2009). A Critical Analysis of Task-Based Learning. Kastamonu Education Learning, 17(1), 313–320. https://dergipark.org.tr/en/download/article-file/817956Çeker, E., & Özdaml, F. (2017). What “Gamification” is and what it’s not. European Journal of Contemporary Education, 6(2), 2305–6746. https://www.academia.edu/63312309/What_Gamification_is_and_what_it_s_not?from_sitemaps=true&version=2Derakhshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies, 6(2), 177–186. https://pdfs.semanticscholar.org/45cc/d304d039c37102a4522bcd9a44a10ea94ca0.pdfDíaz, O. (2021). 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