Gamification, a strategy to enhance speaking skills in a blended learning environment.

Debido a que no fue posible realizar la investigación de manera presencial por la pandemia del COVID-19, se utilizaron recursos documentales para recopilar información acerca de los problemas que enfrentan la mayoría de los estudiantes al momento de aprender inglés como lengua extranjera, por lo que...

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Autores:: Guerrero Casallas, Luisa Fernanda

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Gamification, a strategy to enhance speaking skills in a blended learning environment.
dc.title.translated.eng.fl_str_mv	Gamification, a strategy to enhance speaking skills in a blended learning environment.
title	Gamification, a strategy to enhance speaking skills in a blended learning environment.
spellingShingle	Gamification, a strategy to enhance speaking skills in a blended learning environment. Aprendizaje mixto Fluidez Gamificación Habilidades de habla Precisión Accuracy Blended learning Fluency Gamification Speaking skills
title_short	Gamification, a strategy to enhance speaking skills in a blended learning environment.
title_full	Gamification, a strategy to enhance speaking skills in a blended learning environment.
title_fullStr	Gamification, a strategy to enhance speaking skills in a blended learning environment.
title_full_unstemmed	Gamification, a strategy to enhance speaking skills in a blended learning environment.
title_sort	Gamification, a strategy to enhance speaking skills in a blended learning environment.
dc.creator.fl_str_mv	Guerrero Casallas, Luisa Fernanda
dc.contributor.advisor.spa.fl_str_mv	Martínez Cifuentes, Diana
dc.contributor.author.spa.fl_str_mv	Guerrero Casallas, Luisa Fernanda
dc.subject.spa.fl_str_mv	Aprendizaje mixto Fluidez Gamificación Habilidades de habla Precisión
topic	Aprendizaje mixto Fluidez Gamificación Habilidades de habla Precisión Accuracy Blended learning Fluency Gamification Speaking skills
dc.subject.keywords.eng.fl_str_mv	Accuracy Blended learning Fluency Gamification Speaking skills
description	Debido a que no fue posible realizar la investigación de manera presencial por la pandemia del COVID-19, se utilizaron recursos documentales para recopilar información acerca de los problemas que enfrentan la mayoría de los estudiantes al momento de aprender inglés como lengua extranjera, por lo que se pudo determinar que presentan dificultades en todos los aspectos. habilidades lingüísticas, especialmente a la hora de expresarse oralmente porque se sienten inhibidos por miedo a cometer errores de 4 pronunciación y ser objeto de burla por parte de sus compañeros. Por ello, esta propuesta pedagógica pretende promover la expresión oral de los estudiantes de noveno grado mediante el uso de la gamificación como estrategia educativa en un ambiente de aprendizaje semipresencial. El contexto en el que se podría implementar esta propuesta es un grupo de estudiantes de noveno grado de colegios públicos y privados de Colombia. La propuesta pedagógica plasma dos temas principales relacionados con la temática ambiental; Se diseñaron dos ciclos, con un total de 7 planes de lecciones de 90 min cada uno, para fomentar la fluidez y precisión en las producciones orales de los estudiantes a través de actividades gamificadas.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-06-21T15:05:59Z
dc.date.available.none.fl_str_mv	2023-06-21T15:05:59Z
dc.date.issued.none.fl_str_mv	2023
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Aspers, P. (2019, 02 27). What is Qualitative in Qualitative Research? https://link.springer.com/content/pdf/10.1007/s11133-019-9413-7.pdf Bailey, A. (2017, 06 20). What students are telling us: A case study on EFL needs and perceptions in the classroom. http://www.scielo.org.co/pdf/ikala/v22n3/0123-3432-ikala22-03-00501.pdf Baxter, P., & Jack, S. (2014, 05 22). Qualitative case study methodology: study design and Implementation for Novice researchers. https://drive.google.com/file/d/1J53VdFi_- cPleKXZOT3pts772MYXp0S_/view Boateng, R., & Ampong, K. O. (2019, 11 22). Are we ready for Gamification? An exploratory analysis in a developing country. SpringerOpen. https://doi.org/10.1007/s10639-019-10057-7 British Council. (2021). Game-based learning. Game-based learning. https://www.britishcouncil.my/english/courses-children/game-based-learning Clarke, R., & Davison, R. (2018, 08 1). Through Whose Eyes Are You Observing the Phenomena? The Critical Yet Latent Concept of Researcher Perspective. http://www.rogerclarke.com/SOS/RP8.html Creswell, J. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches. 342. http://www.drbrambedkarcollege.ac.in/sites/default/files/ResearchDesign_Qualitative-Quantitative-and-Mixed-Methods-Approaches.pdf Delgado, K., Rivera, E., & Villafuerte, J. (2021). GAMIFICATION AND ARTISTIC DRAWING FOR IMPROVING THE ENGLISH LANGUAGE INSTRUCTION IN 72 ECUADOR: MEANINGFUL ONLINE EDUCATION. European Journal of Foreign Language Teaching, 5(4), 16. https://dx.doi.org/10.46827/ejfl.v5i4.3757 Dichev, C., & Dicheva, D. (2017, 02 20). The effective filter role in learning English as a foreign language through project-based methods in high school students from a school in Colombia. SpringerOpen, 9, 11. https://doi.org/10.1186/s41239-017-0042-5 Doolittle, P., & Lev, V. (1995, 06 4). Understanding Cooperative Learning through Vygotsky's Zone of Proximal Development. Paper presented at the Lilly National Conference on Excellence in College Teaching (Columbia. https://files.eric.ed.gov/fulltext/ED384575.pdf Fehér, J. (n.d.). Creativity in the language classroom. BRITISH COUNCIL. Fitzpatrick, o. (2020, 10 22). Using Mixed Methods to Identify the Primary Mental Health Problems and Needs of Children, Adolescents, and Their Caregivers during the Coronavirus (COVID-19) Pandemic. 12. https://doi.org/10.1007/s10578-020-01089-z) Franci, M. (2019, 10 07). What is mental health and psychosocial support? What is mental health and psychosocial support? Frutiger, M. (2018, 05). Adapting Tools To Measure Students' Affective Filter For The Elementary Dual-Immersion Context. SCHOOL OF EDUCATION STUDENT CAPSTONE PROJECTS. Retrieved Adapting Tools To Measure Students' Affective Filter For The Elementary Dual-Immersion Context, from https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1160&context=hse_cp Hashemi, M. (2011, 12 27). Language Stress And Anxiety Among The English Language Learners. Procedia, 30, 6. https://doi.org/10.1016/j.sbspro.2011.10.349 JANNAH, R. (2019, 01 04). TEACHERS’ PERCEPTION OF THE USE OF ENGLISH TEXTBOOKS IN TEACHING ENGLISH. FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM-BANDA ACEH. https://repository.arraniry.ac.id/id/eprint/7050/1/RAUDHATUL%20JANNAH%20%28140203085%29%20SK RIPSI%20FULL.pdf Khyne, M. S. (2011). Exploring the future of Education with games (Peter Lang ed., Vol. 53). Myint Sue Khyne. <iframe frameborder="0" scrolling="no" style="border:0px" src="https://books.google.es/books?id=FlC1w66WFIAC&lpg=PA29&ots=LUxlrl5uT_&dq =game%20based%20learning%20theory&lr&hl=es&pg=PP1&output=embed" width=500 height=500></iframe> Maja. (2017). GAMIFICATION IN FOREIGN LANGUAGE TEACHING DO YOU KAHOOT? MODERN TECHNOLOGIES IN LANGUAGE TEACHING, 6. https://doi.org/10.15308/Sinteza-2017-511-51 Naik, N. (2014, 10). A Comparative Evaluation of Game‐Based Learning: Digital or NonDigital Games? ProQuest, 2, 10. file:///C:/Users/lgue6429/Downloads/out.pdf Nückles, M. (2020, 09 05). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Springerlink. https://link.springer.com/article/10.1007/s10648-020- 09567-5 Parker, C. (2020, 06 2). How is the pandemic affecting English learners? Educational Development Center. https://www.edc.org/how-pandemic-affecting-english-learners Pinto, E. C. (2015, 03 7). PERCEPCIONES SOBRE EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL INGLÉS DE LOS ESTUDIANTES Y DOCENTES DE LA UNIVERSIDAD PILOTO DE COLOMBIA, SECCIONAL DEL ALTO MAGDALENA. Universidad del Tolima. https://core.ac.uk/download/pdf/51068331.pdf Plass, J., Bruce, H., & Kinzer, C. (2015, junio 03). Foundations of Game-Based Learning. Routledge, 26. Adaptivity is the capability of the game to engage each learner in a way that reflects his or her specific situation. Ravinthra, P., Mohamad, N. M., & Yama, H. (2017, 07 26). The Effects of Movies on the Affective Filter and English Acquisition of Low Achieving English Learners. Library, 23. 10.4236/ce.2017.88096 Sanchez, A., & Parreño, J. M. (2017). Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives. Universidad europea, 10. http://hdl.handle.net/11268/6683 Suarez, A. G. (2020). TEACHERS’ BELIEFS ON THE USE OF TECHNOLOGY FOR ENGLISH AS A FOREIGN LANGUAGE TEACHING AT A PUBLIC SCHOOL IN BOGOTÁ. Universidad Pedagogica Nacional. http://hdl.handle.net/20.500.12209/13278 Synchronous Learning vs. Asynchronous Learning in Online Education. (2021, 04 23). TeBestSchools. https://thebestschools.org/magazine/synchronous-vs-asynchronouseducation/ TeBestSchools. https://thebestschools.org/magazine/synchronous-vs-asynchronouseducation/ 75 TeachThoughtStaff. (2020). What is remote learning? teach though. https://www.teachthought.com/learning/what-is-remote-learning-definition-for-teachers/ UNESCO. (2020, 09 08). How teachers can talk to children about coronavirus disease (COVID-19). https://www.unicef.org/coronavirus/how-teachers-can-talk-children-aboutcoronavirus-disease-covid-19 TeachThoughtStaff. (2020). What is remote learning? teach though. https://www.teachthought.com/learning/what-is-remote-learning-definition-for-teachers/ UNESCO. (2020, 09 08). How teachers can talk to children about coronavirus disease (COVID-19). https://www.unicef.org/coronavirus/how-teachers-can-talk-children-aboutcoronavirus-disease-covid-19 Ungar, M. (2021, 04 18). Understanding adversity change and resilience. Future Learn. https://www.futurelearn.com/courses/coping-with-changes/2/steps/1026454 Wells, D., & Fotaris, P. (2017, 10 05). Game-based learning in schools: trainee teacher perceptions in implementing gamified approaches. 11th European Conference on Games Based Learning - The FH JOANNEUM University of Applied Science, Graz, Austria, 2017, Graz, Austria. https://orcid.org/0000-0001-7757-7746 Zuñiga, C., Pego, L., & Hosseini, S. (2021, march 5). The impact of the COVID-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels.
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spelling	Martínez Cifuentes, DianaGuerrero Casallas, Luisa Fernanda2023-06-21T15:05:59Z2023-06-21T15:05:59Z2023http://hdl.handle.net/20.500.12209/18525instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Debido a que no fue posible realizar la investigación de manera presencial por la pandemia del COVID-19, se utilizaron recursos documentales para recopilar información acerca de los problemas que enfrentan la mayoría de los estudiantes al momento de aprender inglés como lengua extranjera, por lo que se pudo determinar que presentan dificultades en todos los aspectos. habilidades lingüísticas, especialmente a la hora de expresarse oralmente porque se sienten inhibidos por miedo a cometer errores de 4 pronunciación y ser objeto de burla por parte de sus compañeros. Por ello, esta propuesta pedagógica pretende promover la expresión oral de los estudiantes de noveno grado mediante el uso de la gamificación como estrategia educativa en un ambiente de aprendizaje semipresencial. El contexto en el que se podría implementar esta propuesta es un grupo de estudiantes de noveno grado de colegios públicos y privados de Colombia. La propuesta pedagógica plasma dos temas principales relacionados con la temática ambiental; Se diseñaron dos ciclos, con un total de 7 planes de lecciones de 90 min cada uno, para fomentar la fluidez y precisión en las producciones orales de los estudiantes a través de actividades gamificadas.Submitted by Luisa Fernanda Guerrero Casallas (lfguerreroc@upn.edu.co) on 2023-06-08T15:19:57Z No. of bitstreams: 2 Gamification, a strategy to enhance speaking skills in a blended learning environment..pdf: 2071109 bytes, checksum: e869cbdd214f51624f9591673b1ff001 (MD5) Licencia (2) (1).pdf: 1227475 bytes, checksum: a71eea6f480aa18c894d54b415d680ca (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-06-08T20:38:51Z (GMT) No. of bitstreams: 2 Gamification, a strategy to enhance speaking skills in a blended learning environment..pdf: 2071109 bytes, checksum: e869cbdd214f51624f9591673b1ff001 (MD5) Licencia (2) (1).pdf: 1227475 bytes, checksum: a71eea6f480aa18c894d54b415d680ca (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-06-21T15:05:59Z (GMT) No. of bitstreams: 2 Gamification, a strategy to enhance speaking skills in a blended learning environment..pdf: 2071109 bytes, checksum: e869cbdd214f51624f9591673b1ff001 (MD5) Licencia (2) (1).pdf: 1227475 bytes, checksum: a71eea6f480aa18c894d54b415d680ca (MD5)Made available in DSpace on 2023-06-21T15:05:59Z (GMT). No. of bitstreams: 2 Gamification, a strategy to enhance speaking skills in a blended learning environment..pdf: 2071109 bytes, checksum: e869cbdd214f51624f9591673b1ff001 (MD5) Licencia (2) (1).pdf: 1227475 bytes, checksum: a71eea6f480aa18c894d54b415d680ca (MD5) Previous issue date: 2023Licenciado en Español e InglésPregradoDue to it was not possible to do the research in a presential way for the pandemic COVID-19, documentary resources were used to collect information about the problems most students face when learning EFL, so it was possible to determine that they have difficulties in all language skills, especially when expressing themselves orally because they feel inhibited for fear of making pronunciation mistakes and being mocked by their classmates. For that reason, this pedagogical proposal intends to promote ninth graders’ speaking skills by using gamification as a pedagogical strategy in a blended learning environment. The context in which this proposal could be implemented is a group of ninthgrade students in public and private schools in Colombia. The pedagogical proposal embodies two main topics related to environmental issues; two cycles, with a total of 7 lesson plans of 90 min each, were designed to foster fluency and accuracy in students’ oral productions through gamified activities.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 InternationalAprendizaje mixtoFluidezGamificaciónHabilidades de hablaPrecisiónAccuracyBlended learningFluencyGamificationSpeaking skillsGamification, a strategy to enhance speaking skills in a blended learning environment.Gamification, a strategy to enhance speaking skills in a blended learning environment.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAspers, P. (2019, 02 27). What is Qualitative in Qualitative Research? https://link.springer.com/content/pdf/10.1007/s11133-019-9413-7.pdfBailey, A. (2017, 06 20). What students are telling us: A case study on EFL needs and perceptions in the classroom. http://www.scielo.org.co/pdf/ikala/v22n3/0123-3432-ikala22-03-00501.pdfBaxter, P., & Jack, S. (2014, 05 22). Qualitative case study methodology: study design and Implementation for Novice researchers. https://drive.google.com/file/d/1J53VdFi_- cPleKXZOT3pts772MYXp0S_/viewBoateng, R., & Ampong, K. O. (2019, 11 22). Are we ready for Gamification? An exploratory analysis in a developing country. SpringerOpen. https://doi.org/10.1007/s10639-019-10057-7British Council. (2021). Game-based learning. Game-based learning. https://www.britishcouncil.my/english/courses-children/game-based-learningClarke, R., & Davison, R. (2018, 08 1). Through Whose Eyes Are You Observing the Phenomena? The Critical Yet Latent Concept of Researcher Perspective. http://www.rogerclarke.com/SOS/RP8.htmlCreswell, J. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches. 342. http://www.drbrambedkarcollege.ac.in/sites/default/files/ResearchDesign_Qualitative-Quantitative-and-Mixed-Methods-Approaches.pdfDelgado, K., Rivera, E., & Villafuerte, J. (2021). GAMIFICATION AND ARTISTIC DRAWING FOR IMPROVING THE ENGLISH LANGUAGE INSTRUCTION IN 72 ECUADOR: MEANINGFUL ONLINE EDUCATION. European Journal of Foreign Language Teaching, 5(4), 16. https://dx.doi.org/10.46827/ejfl.v5i4.3757Dichev, C., & Dicheva, D. (2017, 02 20). The effective filter role in learning English as a foreign language through project-based methods in high school students from a school in Colombia. SpringerOpen, 9, 11. https://doi.org/10.1186/s41239-017-0042-5Doolittle, P., & Lev, V. (1995, 06 4). Understanding Cooperative Learning through Vygotsky's Zone of Proximal Development. Paper presented at the Lilly National Conference on Excellence in College Teaching (Columbia. https://files.eric.ed.gov/fulltext/ED384575.pdfFehér, J. (n.d.). Creativity in the language classroom. BRITISH COUNCIL.Fitzpatrick, o. (2020, 10 22). Using Mixed Methods to Identify the Primary Mental Health Problems and Needs of Children, Adolescents, and Their Caregivers during the Coronavirus (COVID-19) Pandemic. 12. https://doi.org/10.1007/s10578-020-01089-z)Franci, M. (2019, 10 07). What is mental health and psychosocial support? What is mental health and psychosocial support?Frutiger, M. (2018, 05). Adapting Tools To Measure Students' Affective Filter For The Elementary Dual-Immersion Context. SCHOOL OF EDUCATION STUDENT CAPSTONE PROJECTS. Retrieved Adapting Tools To Measure Students' Affective Filter For The Elementary Dual-Immersion Context, from https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1160&context=hse_cpHashemi, M. (2011, 12 27). Language Stress And Anxiety Among The English Language Learners. Procedia, 30, 6. https://doi.org/10.1016/j.sbspro.2011.10.349JANNAH, R. (2019, 01 04). TEACHERS’ PERCEPTION OF THE USE OF ENGLISH TEXTBOOKS IN TEACHING ENGLISH. FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM-BANDA ACEH. https://repository.arraniry.ac.id/id/eprint/7050/1/RAUDHATUL%20JANNAH%20%28140203085%29%20SK RIPSI%20FULL.pdfKhyne, M. S. (2011). Exploring the future of Education with games (Peter Lang ed., Vol. 53). Myint Sue Khyne. <iframe frameborder="0" scrolling="no" style="border:0px" src="https://books.google.es/books?id=FlC1w66WFIAC&lpg=PA29&ots=LUxlrl5uT_&dq =game%20based%20learning%20theory&lr&hl=es&pg=PP1&output=embed" width=500 height=500></iframe>Maja. (2017). GAMIFICATION IN FOREIGN LANGUAGE TEACHING DO YOU KAHOOT? MODERN TECHNOLOGIES IN LANGUAGE TEACHING, 6. https://doi.org/10.15308/Sinteza-2017-511-51Naik, N. (2014, 10). A Comparative Evaluation of Game‐Based Learning: Digital or NonDigital Games? ProQuest, 2, 10. file:///C:/Users/lgue6429/Downloads/out.pdfNückles, M. (2020, 09 05). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Springerlink. https://link.springer.com/article/10.1007/s10648-020- 09567-5Parker, C. (2020, 06 2). How is the pandemic affecting English learners? Educational Development Center. https://www.edc.org/how-pandemic-affecting-english-learnersPinto, E. C. (2015, 03 7). PERCEPCIONES SOBRE EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL INGLÉS DE LOS ESTUDIANTES Y DOCENTES DE LA UNIVERSIDAD PILOTO DE COLOMBIA, SECCIONAL DEL ALTO MAGDALENA. Universidad del Tolima. https://core.ac.uk/download/pdf/51068331.pdfPlass, J., Bruce, H., & Kinzer, C. (2015, junio 03). Foundations of Game-Based Learning. Routledge, 26. Adaptivity is the capability of the game to engage each learner in a way that reflects his or her specific situation.Ravinthra, P., Mohamad, N. M., & Yama, H. (2017, 07 26). The Effects of Movies on the Affective Filter and English Acquisition of Low Achieving English Learners. Library, 23. 10.4236/ce.2017.88096Sanchez, A., & Parreño, J. M. (2017). Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives. Universidad europea, 10. http://hdl.handle.net/11268/6683Suarez, A. G. (2020). TEACHERS’ BELIEFS ON THE USE OF TECHNOLOGY FOR ENGLISH AS A FOREIGN LANGUAGE TEACHING AT A PUBLIC SCHOOL IN BOGOTÁ. Universidad Pedagogica Nacional. http://hdl.handle.net/20.500.12209/13278 Synchronous Learning vs. Asynchronous Learning in Online Education. (2021, 04 23). TeBestSchools. https://thebestschools.org/magazine/synchronous-vs-asynchronouseducation/TeBestSchools. https://thebestschools.org/magazine/synchronous-vs-asynchronouseducation/ 75 TeachThoughtStaff. (2020). What is remote learning? teach though. https://www.teachthought.com/learning/what-is-remote-learning-definition-for-teachers/ UNESCO. (2020, 09 08). How teachers can talk to children about coronavirus disease (COVID-19). https://www.unicef.org/coronavirus/how-teachers-can-talk-children-aboutcoronavirus-disease-covid-19TeachThoughtStaff. (2020). What is remote learning? teach though. https://www.teachthought.com/learning/what-is-remote-learning-definition-for-teachers/ UNESCO. (2020, 09 08). How teachers can talk to children about coronavirus disease (COVID-19). https://www.unicef.org/coronavirus/how-teachers-can-talk-children-aboutcoronavirus-disease-covid-19Ungar, M. (2021, 04 18). Understanding adversity change and resilience. Future Learn. https://www.futurelearn.com/courses/coping-with-changes/2/steps/1026454Wells, D., & Fotaris, P. (2017, 10 05). Game-based learning in schools: trainee teacher perceptions in implementing gamified approaches. 11th European Conference on Games Based Learning - The FH JOANNEUM University of Applied Science, Graz, Austria, 2017, Graz, Austria. https://orcid.org/0000-0001-7757-7746Zuñiga, C., Pego, L., & Hosseini, S. (2021, march 5). The impact of the COVID-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels.THUMBNAILGamification, a strategy to enhance speaking skills in a blended learning environment..pdf.jpgGamification, a strategy to enhance speaking skills in a blended learning environment..pdf.jpgIM Thumbnailimage/jpeg2424http://repository.pedagogica.edu.co/bitstream/20.500.12209/18525/5/Gamification%2c%20a%20strategy%20to%20enhance%20speaking%20skills%20in%20a%20blended%20learning%20environment..pdf.jpg7d4cc837e4c7074f8fe94e21522dab32MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/18525/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202303250098063-06 JUN 23 LUISA GUERRERO.pdf202303250098063-06 JUN 23 LUISA GUERRERO.pdfLICENCIA APROBADAapplication/pdf1227475http://repository.pedagogica.edu.co/bitstream/20.500.12209/18525/4/202303250098063-06%20JUN%2023%20LUISA%20GUERRERO.pdfa71eea6f480aa18c894d54b415d680caMD54ORIGINALGamification, a strategy to enhance speaking skills in a blended learning environment..pdfGamification, a strategy to enhance speaking skills in a blended learning environment..pdfapplication/pdf2071109http://repository.pedagogica.edu.co/bitstream/20.500.12209/18525/1/Gamification%2c%20a%20strategy%20to%20enhance%20speaking%20skills%20in%20a%20blended%20learning%20environment..pdfe869cbdd214f51624f9591673b1ff001MD5120.500.12209/18525oai:repository.pedagogica.edu.co:20.500.12209/185252023-11-01 11:13:59.446Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Gamification, a strategy to enhance speaking skills in a blended learning environment.

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