Gamificación como estrategia para el desarrollo de las habilidades lingüísticas del idioma inglés en estudiantes de séptimo año de la Unidad Educativa 11 de Julio

Abstract

Abstract: The objective of this research was to analyze the perception of the implementation of gamification as a teaching strategy in English language instruction among seventh-grade students at the Unidad Educativa 11 de Julio . This project was based on a quantitative correlational approach, with the aim of assessing its association with the development of language skills and proposing innovative teaching strategies to improve learning. Nonprobability convenience sampling was used, so that 80 students from three different parallel classes (A, B, and C) who were willing to complete the survey participated. The instrument used in this study was developed by the researcher and validated by experts with excellent statistical reliability (&#945; = 0.969). As for the most relevant results, it was found that when the perception of gamification is high, English learning is also high at 37.5%, a percentage that was confirmed by Kendall&#39;s Tau-b coefficient of .612, indicating an association between the variables, and a P-value of .000 (being < .05). Concluding that, according to student perception, the use of recreational activities in English language learning is favorable in 75% of cases, while the perception of English language learning is gradual, with 45% rating it at the intermediate level and 37.5% at the advanced level.