Gamificación como metodología activa para potenciar el aprendizaje del inglés en la comprensión auditiva

Abstract

Listening comprehension is very important in the acquisition of a second language; therefore, this research sought to enhance this receptive skill through gamification among tenth-grade students at Pedro Luis Calero Public Educational Unit, located in the parish of Zámbiza, Quito. This research used a mixed-methods approach to collect quantitative and qualitative data, with a descriptive–correlational scope in order to analyze the pedagogical impact of the proposal. During the diagnostic phase, pre- and post-tests on listening comprehension were applied, along with motivation surveys for students and teachers using a Likert scale. The main objective was to enhance English listening comprehension through playful and technological gamified activities that included challenges, rewards, and immediate feedback. During the 10 weeks of the study, the results showed a considerable improvement in listening comprehension and a positive attitude toward gamified activities, highlighting increased motivation and participation in the classroom. Teachers expressed a positive attitude toward the use of gamification. Specifically, this study demonstrated that gamification improved English listening comprehension and transformed the classroom environment, making it more active, positive, and participatory, which evidenced educational innovation.