The impact of co-designed gamification in the esl classroom: A cross-sectional study on newcomer english language learners’ affective filter (Resumen)

• Autores: Luis Ángel Gil Acirón
• Directores de la Tesis: Pilar Rodríguez Arancón (dir. tes.)
• Lectura: En la UNED. Universidad Nacional de Educación a Distancia ( España ) en 2022
• Idioma: inglés
• Tribunal Calificador de la Tesis: José Javier Ávila Cabrera (presid.), Ana Otto (secret.), Miguel Ángel Benítez Castro (voc.)
• Programa de doctorado: Programa de Doctorado en Filología. Estudios Lingüísticos y Literarios por la Universidad Nacional de Educación a Distancia
• Calificación: Sobresaliente Cum Laude
• Materias:
  • Lingüística
    • Lingüística aplicada
      • Enseñanza de lenguas
  • Pedagogía
    • Teoría y métodos educativos
      • Métodos pedagógicos
  • Psicología
    • Psicopedagogía
• Enlaces
  • Tesis en acceso abierto en: hdl.handle.net
• Resumen

  • The purpose of this study was to generate an understanding of the influence of gamification on English Language Learners' affective filter factors such as motivation, self-confidence, and anxiety. It was based on a theoretical foundation and adopted a cross-sectional experimental design, making use of both qualitative and quantitative data collection methods. Data derived from 24 newcomer students (who had been in the United States for less than one year) enrolled in English as a Second Language classes taught over a one-year period by the researcher at an Elementary School within Oklahoma City, Oklahoma. In a first phase, the students' motivated behavior (attention, participation, and volunteering) was observed, and their affective filter was measured via a questionnaire; in a second phase, a gamified English language learning program, named Class Royale (ESL Edition), was co-designed by the researcher alongside his students, implemented and tracked through the researcher's direct observation; in a third phase, the initial results on the students' level of affective filter were contrasted by means of the same questionnaire, and their motivated behavior during the non-gamified and the gamified lessons was analyzed. The validation process was carried out by the same group of students and was done from within a focus group. The results, stratified by age group and gender, showed that the use of gamification significantly lowered the students' anxiety levels and had a positive influence on their motivation and self-confidence. The investigation ends with some proposals for improvement which aim to reinforce the value of teacher-student collaboration in building gamified environments.