Using Gamification as an Approach to Learning in an EFL Classroom

Identifier:  TFM:666

Handle: https://hdl.handle.net/20.500.11797/TFM666

Authors:  Miranda Rodríguez, Guillem

Abstract:
This thesis addresses the idea that using video game elements in the context of primary school foreign language education will have a positive effect in the student’s motivation and language acquisition. This is based on Lander’s (2014) gamification theory which stated that in order for the game elements to be effective, the game characteristics must cause a target behavior that must increase learning. The hypotheses of this thesis were that, first, through the use of a gamified tools and other games, the participants would, in result, increase their motivation towards language acquisition and, second, their language acquisition would, also, increase. These hypotheses were tested across a group of nineteen primary school students whose ages ranged from 11- to 13-years old. The results, when analyzing the data, suggest that there is a significant difference between the pretest and the posttest and, when the students were asked for feedback, it was determined that their motivation towards language learning had increased. From this study, we can determine that a gamified approach has a positive effect on motivation and language acquisition.