Improving integrated skills through gamification in the EFL classroom.
The current social environment that surrounds the student’s perspectives and preferences causes an effect in the way to eventually interact with their learning processes. Gamification is a 21st century approach that proposes the use of the concepts of games to trigger motivation improvement, better...
- Autores:
-
Díaz Henríquez, Oscar Esteban
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/16719
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/16719
- Palabra clave:
- Gamificación
Habilidades integradas
Juegos de rol
Gamification
Integrated skills
Role-playing games
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Improving integrated skills through gamification in the EFL classroom. |
| dc.title.translated.spa.fl_str_mv |
Improving integrated skills through gamification in the efl classroom. |
| title |
Improving integrated skills through gamification in the EFL classroom. |
| spellingShingle |
Improving integrated skills through gamification in the EFL classroom. Gamificación Habilidades integradas Juegos de rol Gamification Integrated skills Role-playing games |
| title_short |
Improving integrated skills through gamification in the EFL classroom. |
| title_full |
Improving integrated skills through gamification in the EFL classroom. |
| title_fullStr |
Improving integrated skills through gamification in the EFL classroom. |
| title_full_unstemmed |
Improving integrated skills through gamification in the EFL classroom. |
| title_sort |
Improving integrated skills through gamification in the EFL classroom. |
| dc.creator.fl_str_mv |
Díaz Henríquez, Oscar Esteban |
| dc.contributor.advisor.none.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.none.fl_str_mv |
Díaz Henríquez, Oscar Esteban |
| dc.subject.spa.fl_str_mv |
Gamificación Habilidades integradas Juegos de rol |
| topic |
Gamificación Habilidades integradas Juegos de rol Gamification Integrated skills Role-playing games |
| dc.subject.keywords.spa.fl_str_mv |
Gamification Integrated skills Role-playing games |
| description |
The current social environment that surrounds the student’s perspectives and preferences causes an effect in the way to eventually interact with their learning processes. Gamification is a 21st century approach that proposes the use of the concepts of games to trigger motivation improvement, better performances, and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness between students through the learning process. Furthermore, the perspective of Role-Playing Games would be one of the many possible dynamics to adjust Gamification to an educational environment by structuring the proposal in disposal of the different integrated skills and enhancing their competitiveness through their learning process in an EFL classroom. |
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2021-12-16T21:00:11Z |
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2021 |
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Alemayehu, N. (2008). A Study of the Practice of Integrating Language Skills in the Teaching of English: Three Government Primary and Secondary Schools in Focus. Unpublished Thesis. Addis Ababa: Addis Ababa University Basler, J., & Dostal, J. (2015). Research of the amount of time spent playing computer games by children at the age of 11 and 14. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 489-493. Béchard, J-P. (2000). Apprendre à enseigner au supérieur: l’exemple des innovateurs pédagogiques. Cahier de recherche OIPG n°2000-001, Septembre, 6. Brown, H. D. (2001). Teaching by principles. An interactive approach to language pedagogy (2nd Edition). New York: Pearson Education. Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Biblomotion. Burns, A. (1999). Collaborative Action Research for English Language Teacher. (C. U.Press, Ed.) United Kingdom. Burns, A. (2005). Handbook of research in second language teaching and learning. Mahwah: Lawrence Erlbaum Associates Carol, R. (1990). At the Chalkface: Practical Techniques in Language Teaching. ELT Methodology. Longman. Charlier, B. & Peraya, D. (2003). Nouveaux dispositifs de formation pour l'enseignement supérieur, allier technologie et innovation. Bruxelles: De Boeck. Chevallard, Y. (2007). Readjusting Didactics to a Changing Epistemology. European Educational Research Journal, Volume 6. Chomsky, N. (2012). “Selected Readings on Transformational Theory” p.8 Corporation. Chotipaktanasook N. & Reinders H. (2018) Massively multiplayer online role-playing games (MMORPGs) as arenas for language learning. Computer Assisted Language Learning. Chou, Y. K. (2014). Actionable Gamification. Retrieved from https://uxmx.club/wp-content/uploads/2020/05/Actionable-Gamification-Full- Book.pdf Corder, S. P. (1978). Language-learner language. In J. C. Richards (Ed.), Understanding second and foreign language learning (pp. 71-92). Rowley, MA: Newbury House. Denzin, N. (2015). An introduction to triangulation. Geneva: UNAIDS. Díaz, I. & Zajia, J. (2020). The use of gamification to enhance the English as a foreign language. Polo del Conocimiento: Revista científico - profesional, ISSN-e 2550- 682X, Vol. 5, Nº. 3, 2020, págs. 865-881. DiBello, L. V., Roussos, L. A., & Stout, W. (2007). Review of cognitively diagnostic assessment and a summary of psychometric models. In C. R. Rao & S. Sinharay (Ed.), Handbook of statistics, Volume 26, Psychometrics (pp. 979-1030). Amsterdam, The Netherlands: Elsevier Eli Hinkel. (2010) Integrating The Four Skills: CURRENT AND HISTORICAL PERSPECTIVES. Esquivel, L. (2019) Gamification: a mission to foster students’ engagement and interaction in the EFL classroom. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Lanham, MD: Rowman and Little. Garland, C. (2015) Gamification and Implications for Second. St. Cloud State University. Given, L. (2008). The sage Encyclopedia of Qualitative Research Method Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer. Kebede, D. (2013). The Implementation of Language Skills Integration in English as a Foreign Language (EFL) Classes: Jimma College of Teachers' Education in Focus. Unpublished Thesis. Jimma College of Teachers. McFarland, J. (2018). 10 Tips for Gamifying the Curriculum. Retrieved from: https://www.csustan.edu/sites/default/files / groups/Teacher%20Resources/documents/ groups/Teacher%20Resources/documents/10_tips_for_gamifying_the_curriculum.pdf Nacional, M. & Flores E. (2018). La Expresión y la Representación como Lenguaje del Diseño. Universidad de Guadalajara. Centro Universitario de Arte, Arquitectura y Diseño. Navarro, M., (2006). Estándares Básicos en Lenguas Extranjeras: inglés. Retrieved from: https://www.mineducacion.gov.co/cvn/1665/articles115174_ archivo_pdf1.pdf Nickel, C. (2002). Curriculum visions. University of Windsor. Pardede, P. (2017). Integrated Skills Approach in EFL Classrooms: A Literature Review. Peterson, M. (2011) Digital gaming and second language development: Japanese learner’s interactions in a MMORPG. Digital Culture & Education. Peterson J. (2012).Playing at the World: A History of Simulating Wars, People and Fantastic Adventures, from Chess to Role-Playing Games. Phillippi & Lauderdale, (2017). A Guide to Field Notes for Qualitative Research: Context and Conversation. Polonsky, M. J. (1998). Incorporating Ethics into Business Students’ Research projects: a process approach. Journal of Business Ethics. Rahmani, Eka (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education). Richards, C Jack.,(2005).Communicative language teaching today.RELC. Portfolio Series13, SEAMEO Regional Language Centre, Singapore. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1) 68-78. Doi.org/10.1037/0003-066X.55.1.68. Sarmiento, I. D. (n.d.). Principios Institucionales: Dofasa. Retrieved from https://dofasa2017.webnode.com.co/principios-institucionales/. Shapiro & Leopold (2012) A Critical Role for Role-Playing Pedagogy. Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press. Thompson & Milington, (2012) Task-Based Learning for Communication and Grammar Use. |
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Montaño Moreno, JohannaDíaz Henríquez, Oscar EstebanBogotá, Colombia2021-12-16T21:00:11Z2021-12-16T21:00:11Z2021http://hdl.handle.net/20.500.12209/16719instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The current social environment that surrounds the student’s perspectives and preferences causes an effect in the way to eventually interact with their learning processes. Gamification is a 21st century approach that proposes the use of the concepts of games to trigger motivation improvement, better performances, and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness between students through the learning process. Furthermore, the perspective of Role-Playing Games would be one of the many possible dynamics to adjust Gamification to an educational environment by structuring the proposal in disposal of the different integrated skills and enhancing their competitiveness through their learning process in an EFL classroom.Submitted by Oscar Esteban Díaz Henríquez (del_odiazh033@pedagogica.edu.co) on 2021-12-08T04:36:51Z No. of bitstreams: 3 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5) Formato oscar.pdf: 446307 bytes, checksum: bc27108b99f3b9332dcef1233d5b751e (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido RECHAZADO en tanto cargo un documento adicional al solicitado. Recuerde que el repositorio solo debe cargar el trabajo de grado y la licencia de uso. Por favor realice los ajustes y envíe de nuevo. on 2021-12-08T12:34:28Z (GMT)Submitted by Oscar Esteban Díaz Henríquez (del_odiazh033@pedagogica.edu.co) on 2021-12-15T23:48:04Z No. of bitstreams: 2 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado en tanto las palabras claves no están en español. on 2021-12-15T23:51:28Z (GMT)Submitted by Oscar Esteban Díaz Henríquez (del_odiazh033@pedagogica.edu.co) on 2021-12-15T23:54:56Z No. of bitstreams: 2 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-15T23:55:30Z (GMT) No. of bitstreams: 2 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-16T21:00:10Z (GMT) No. of bitstreams: 2 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5)Made available in DSpace on 2021-12-16T21:00:11Z (GMT). No. of bitstreams: 2 Improving integrated skills.pdf: 12597073 bytes, checksum: 383212e604a496a1628d8e80fdc0a334 (MD5) Licencia de uso oscar.pdf: 640286 bytes, checksum: 8e4952d45cb05c9170faa0bc0329e30d (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/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 InternationalGamificaciónHabilidades integradasJuegos de rolGamificationIntegrated skillsRole-playing gamesImproving integrated skills through gamification in the EFL classroom.Improving integrated skills through gamification in the efl classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlemayehu, N. (2008). A Study of the Practice of Integrating Language Skills in the Teaching of English: Three Government Primary and Secondary Schools in Focus. Unpublished Thesis. Addis Ababa: Addis Ababa UniversityBasler, J., & Dostal, J. (2015). Research of the amount of time spent playing computer games by children at the age of 11 and 14. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 489-493.Béchard, J-P. (2000). Apprendre à enseigner au supérieur: l’exemple des innovateurs pédagogiques. Cahier de recherche OIPG n°2000-001, Septembre, 6.Brown, H. D. (2001). Teaching by principles. An interactive approach to language pedagogy (2nd Edition). New York: Pearson Education.Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Biblomotion.Burns, A. (1999). Collaborative Action Research for English Language Teacher. (C. U.Press, Ed.) United Kingdom.Burns, A. (2005). Handbook of research in second language teaching and learning. Mahwah: Lawrence Erlbaum AssociatesCarol, R. (1990). At the Chalkface: Practical Techniques in Language Teaching. ELT Methodology. Longman.Charlier, B. & Peraya, D. (2003). Nouveaux dispositifs de formation pour l'enseignement supérieur, allier technologie et innovation. Bruxelles: De Boeck.Chevallard, Y. (2007). Readjusting Didactics to a Changing Epistemology. European Educational Research Journal, Volume 6.Chomsky, N. (2012). “Selected Readings on Transformational Theory” p.8 Corporation.Chotipaktanasook N. & Reinders H. (2018) Massively multiplayer online role-playing games (MMORPGs) as arenas for language learning. Computer Assisted Language Learning.Chou, Y. K. (2014). Actionable Gamification. Retrieved from https://uxmx.club/wp-content/uploads/2020/05/Actionable-Gamification-Full- Book.pdfCorder, S. P. (1978). Language-learner language. In J. C. Richards (Ed.), Understanding second and foreign language learning (pp. 71-92). Rowley, MA: Newbury House.Denzin, N. (2015). An introduction to triangulation. Geneva: UNAIDS.Díaz, I. & Zajia, J. (2020). The use of gamification to enhance the English as a foreign language. Polo del Conocimiento: Revista científico - profesional, ISSN-e 2550- 682X, Vol. 5, Nº. 3, 2020, págs. 865-881.DiBello, L. V., Roussos, L. A., & Stout, W. (2007). Review of cognitively diagnostic assessment and a summary of psychometric models. In C. R. Rao & S. Sinharay (Ed.), Handbook of statistics, Volume 26, Psychometrics (pp. 979-1030). Amsterdam, The Netherlands: ElsevierEli Hinkel. (2010) Integrating The Four Skills: CURRENT AND HISTORICAL PERSPECTIVES.Esquivel, L. (2019) Gamification: a mission to foster students’ engagement and interaction in the EFL classroom.Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Lanham, MD: Rowman and Little.Garland, C. (2015) Gamification and Implications for Second. St. Cloud State University.Given, L. (2008). The sage Encyclopedia of Qualitative Research MethodKapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer.Kebede, D. (2013). The Implementation of Language Skills Integration in English as a Foreign Language (EFL) Classes: Jimma College of Teachers' Education in Focus. Unpublished Thesis. Jimma College of Teachers.McFarland, J. (2018). 10 Tips for Gamifying the Curriculum. Retrieved from: https://www.csustan.edu/sites/default/files / groups/Teacher%20Resources/documents/ groups/Teacher%20Resources/documents/10_tips_for_gamifying_the_curriculum.pdfNacional, M. & Flores E. (2018). La Expresión y la Representación como Lenguaje del Diseño. Universidad de Guadalajara. Centro Universitario de Arte, Arquitectura y Diseño.Navarro, M., (2006). Estándares Básicos en Lenguas Extranjeras: inglés. Retrieved from: https://www.mineducacion.gov.co/cvn/1665/articles115174_ archivo_pdf1.pdfNickel, C. (2002). Curriculum visions. University of Windsor.Pardede, P. (2017). Integrated Skills Approach in EFL Classrooms: A Literature Review.Peterson, M. (2011) Digital gaming and second language development: Japanese learner’s interactions in a MMORPG. Digital Culture & Education.Peterson J. (2012).Playing at the World: A History of Simulating Wars, People and Fantastic Adventures, from Chess to Role-Playing Games.Phillippi & Lauderdale, (2017). A Guide to Field Notes for Qualitative Research: Context and Conversation.Polonsky, M. J. (1998). Incorporating Ethics into Business Students’ Research projects: a process approach. Journal of Business Ethics.Rahmani, Eka (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education).Richards, C Jack.,(2005).Communicative language teaching today.RELC. Portfolio Series13, SEAMEO Regional Language Centre, Singapore.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1) 68-78. Doi.org/10.1037/0003-066X.55.1.68.Sarmiento, I. D. (n.d.). Principios Institucionales: Dofasa. Retrieved from https://dofasa2017.webnode.com.co/principios-institucionales/.Shapiro & Leopold (2012) A Critical Role for Role-Playing Pedagogy.Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.Thompson & Milington, (2012) Task-Based Learning for Communication and Grammar Use.THUMBNAILImproving integrated skills.pdf.jpgImproving integrated skills.pdf.jpgIM Thumbnailimage/jpeg8938http://repository.pedagogica.edu.co/bitstream/20.500.12209/16719/5/Improving%20integrated%20skills.pdf.jpg45a96984ec428e0c6d45bec1025102e8MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/16719/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202103250195533-07 DIC 21 OSCAR DIAZ.pdf202103250195533-07 DIC 21 OSCAR DIAZ.pdfLICENCIA APROBADAapplication/pdf640286http://repository.pedagogica.edu.co/bitstream/20.500.12209/16719/4/202103250195533-07%20DIC%2021%20OSCAR%20DIAZ.pdf8e4952d45cb05c9170faa0bc0329e30dMD54ORIGINALImproving integrated skills.pdfImproving integrated skills.pdfapplication/pdf12597073http://repository.pedagogica.edu.co/bitstream/20.500.12209/16719/1/Improving%20integrated%20skills.pdf383212e604a496a1628d8e80fdc0a334MD5120.500.12209/16719oai:repository.pedagogica.edu.co:20.500.12209/167192022-02-02 23:01:18.925Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |