Gamification in the teaching-learning of the English language in the sixth year of Basic General Education

Abstract

In Ecuador, English was a mandatory subject from the early levels of education, and the curriculum prioritized key communication competencies. In the analysis of the academic performance of sixth-year students in General Basic Education, a decline in average grades was observed during the third trimester. Additionally, significant variability in these grades was evident, indicating that some students faced greater difficulties in maintaining consistent performance in the subject. Efforts were made to develop skills in the comprehension and production of oral and written texts, as well as communicative interaction, with a dedication of three hours per week to language learning. Despite these efforts, many students struggled to acquire skills such as listening and pronunciation due to traditional methodologies that did not sufficiently capture their attention, particularly in rural areas and those with fewer resources. As a solution, a methodology was developed for the application of gamification in English language teaching in the sixth year. This methodology followed well-defined steps: defining learning objectives, selecting gamified tools and resources, designing the gamification structure, developing gamified activities, implementing them in the classroom, and conducting evaluation and feedback. Its relevance and feasibility highlighted its validity as an innovative educational tool.

Keywords: teaching; learning; English; education; methodology.