La gamificación como estrategia didáctica para fortalecer la motivación y el rendimiento académico en la destreza de escritura del idioma inglés en estudiantes de décimo año de EGB de la Unidad Educativa Central Técnico de la ciudad de Quito

Abstract

Abstract: The teaching and learning process of the English language in the Ecuadorian education system faces critical levels of demotivation and low academic performance in the writing skills of high school students. This research is a teaching strategy whose objective was to implement a gamified proposal aimed at developing writing skills in students at the Central Técnico High Schoolt and to evaluate its impact on performance and motivation before and after its implementation. The study adopted a mixed descriptive and correlational approach, of a cross-sectional nature, with a quasi-experimental design applied to 60 students divided into control and experimental groups. The post-test results showed a significant increase in the experimental group, raising their average from 2.72 to 4.49, while the control group remained unchanged. The Wilcoxon statistical test confirmed the effectiveness of the intervention. Concluding that gamification reduced language anxiety and comprehensively strengthened writing skills, it confirmed the need to integrate active and interactive methodologies to improve educational quality in foreign language teaching.