Thesis Chapters by Wilson Valencia Rivas
ABSTRACT
This paper attempts to account the impact of gamification-based tasks in an EFL classroo... more ABSTRACT
This paper attempts to account the impact of gamification-based tasks in an EFL classroom to enhance speaking skills. The researcher conducted a problem formulation and a data collection to identify an issue to be solved. At the beginning, the research pretended to deal with the use of electronic devices in the English classroom with an educational purpose. However, after some literature review, the researcher realized that gamification has to do not only with electronic devices but also with other alternatives in which the teacher can avoid constraints concerning the availability of resources. Findings reported that gamification makes a minimal impact on the students’ speaking skills although more research has to be conducted to confirm or to debate the main outcomes of the current study implementing similar proposals under similar conditions.
KEY WORDS: gamification, speaking skills, task-based instruction, anxiety, vocabulary, grammar.
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Thesis Chapters by Wilson Valencia Rivas
This paper attempts to account the impact of gamification-based tasks in an EFL classroom to enhance speaking skills. The researcher conducted a problem formulation and a data collection to identify an issue to be solved. At the beginning, the research pretended to deal with the use of electronic devices in the English classroom with an educational purpose. However, after some literature review, the researcher realized that gamification has to do not only with electronic devices but also with other alternatives in which the teacher can avoid constraints concerning the availability of resources. Findings reported that gamification makes a minimal impact on the students’ speaking skills although more research has to be conducted to confirm or to debate the main outcomes of the current study implementing similar proposals under similar conditions.
KEY WORDS: gamification, speaking skills, task-based instruction, anxiety, vocabulary, grammar.
This paper attempts to account the impact of gamification-based tasks in an EFL classroom to enhance speaking skills. The researcher conducted a problem formulation and a data collection to identify an issue to be solved. At the beginning, the research pretended to deal with the use of electronic devices in the English classroom with an educational purpose. However, after some literature review, the researcher realized that gamification has to do not only with electronic devices but also with other alternatives in which the teacher can avoid constraints concerning the availability of resources. Findings reported that gamification makes a minimal impact on the students’ speaking skills although more research has to be conducted to confirm or to debate the main outcomes of the current study implementing similar proposals under similar conditions.
KEY WORDS: gamification, speaking skills, task-based instruction, anxiety, vocabulary, grammar.