The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Texto livre |
Texto Completo: | https://periodicos.ufmg.br/index.php/textolivre/article/view/24946 |
Resumo: | The aim of the present study was to analyze the potential impact of gamification and the introduction of educational games on the motivation and linguistic proficiency of English language students over a 16-hour TOEFL iBT: Oral Production course at a public State University of Paraná. Among the course members, 2 graduate students actively participated in the data collection. During classes, diverse elements of gamification were combined with selected educational games that included group work, competition, development of oral skills in the foreign language, quick thinking and decision making. To analyze the motivational impacts, at the end of the course, a questionnaire was applied on students' perceptions about the gamified practices and the games used in the classroom. For the analysis of language proficiency, an analysis of lexical improvement was conducted using the interactive database English Profile from recordings of the same test performed at the beginning and at the end of the course. The results show that students believe that gamified classes and the use of educational games positively helped in the learning process regarding motivation, engagement and self-confidence. In turn, the analysis of the recordings pointed out that there were no significant gains with regard to the linguistic improvement of the students’ oral production. We conclude that although gamification proves to be an efficient didactic strategy in relation to student involvement, it is necessary to expand research and didactic experiences that can support more in-depth data in the field of foreign language teaching. |
id |
UFMG-9_94f061deed883c5bc7597ee69bfeeb00 |
---|---|
oai_identifier_str |
oai:periodicos.ufmg.br:article/24946 |
network_acronym_str |
UFMG-9 |
network_name_str |
Texto livre |
repository_id_str |
|
spelling |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral productionOs impactos da gamificação e a utilização de jogos educacionais nas aulas de língua inglesa: TOEFL iBT Produção Oral Ensino de línguasLíngua inglesaGamificaçãoProdução oralLanguage teachingEnglish languageGamificationOral productionThe aim of the present study was to analyze the potential impact of gamification and the introduction of educational games on the motivation and linguistic proficiency of English language students over a 16-hour TOEFL iBT: Oral Production course at a public State University of Paraná. Among the course members, 2 graduate students actively participated in the data collection. During classes, diverse elements of gamification were combined with selected educational games that included group work, competition, development of oral skills in the foreign language, quick thinking and decision making. To analyze the motivational impacts, at the end of the course, a questionnaire was applied on students' perceptions about the gamified practices and the games used in the classroom. For the analysis of language proficiency, an analysis of lexical improvement was conducted using the interactive database English Profile from recordings of the same test performed at the beginning and at the end of the course. The results show that students believe that gamified classes and the use of educational games positively helped in the learning process regarding motivation, engagement and self-confidence. In turn, the analysis of the recordings pointed out that there were no significant gains with regard to the linguistic improvement of the students’ oral production. We conclude that although gamification proves to be an efficient didactic strategy in relation to student involvement, it is necessary to expand research and didactic experiences that can support more in-depth data in the field of foreign language teaching. O objetivo do presente estudo foi analisar o potencial impacto da gamificação e da introdução de jogos educacionais na motivação e na proficiência linguística de estudantes de Língua Inglesa no decorrer de um curso de 16 horas de TOEFL iBT: Produção Oral em uma universidade pública do Estado do Paraná. Dentre os integrantes do curso, dois alunos de pós-graduação participaram ativamente da coleta dos dados. Durante as aulas, foram utilizados elementos diversificados de gamificação, e os jogos educacionais que contemplaram trabalho em grupo, competição, desenvolvimento da habilidade oral na língua estrangeira, pensamento rápido e tomada de decisões. Para analisar os impactos motivacionais, ao final do curso, foi aplicado um questionário acerca das percepções dos alunos sobre as práticas gamificadas e os jogos utilizados em sala de aula. Para a análise da proficiência linguística, foi conduzida uma análise de aprimoramento lexical utilizando o database interativo English Profile a partir de gravações de um mesmo teste realizado no início e no final do curso. Os resultados apontam que os estudantes acreditam que as aulas gamificadas e a utilização de jogos educacionais auxiliaram positivamente no processo de aprendizagem quanto a motivação, engajamento e autoconfiança. Por sua vez, a análise das gravações apontou que não houve ganhos significativos no que se refere ao aprimoramento linguístico da produção oral dos estudantes. Concluímos que, apesar de a gamificação mostrar-se como uma estratégia didática eficiente em relação ao envolvimento do estudante, faz-se necessário ampliar pesquisas e experiências didáticas que possam subsidiar dados mais aprofundados no âmbito do ensino de línguas estrangeiras. Universidade Federal de Minas Gerais2020-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/2494610.35699/1983-3652.2021.24946Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 316-333Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 316-333Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 316-333Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 316-3331983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/textolivre/article/view/24946/20385Copyright (c) 2020 Texto Livre: Linguagem e Tecnologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMello, Diene Eire deRamos , SamanthaCarlos, RaquelMollero, Giovanna 2020-12-26T22:51:40Zoai:periodicos.ufmg.br:article/24946Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2020-12-26T22:51:40Texto livre - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production Os impactos da gamificação e a utilização de jogos educacionais nas aulas de língua inglesa: TOEFL iBT Produção Oral |
title |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
spellingShingle |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production Mello, Diene Eire de Ensino de línguas Língua inglesa Gamificação Produção oral Language teaching English language Gamification Oral production |
title_short |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
title_full |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
title_fullStr |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
title_full_unstemmed |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
title_sort |
The impacts of gamification and the use of educational games in english language classes: TOEFL IBT oral production |
author |
Mello, Diene Eire de |
author_facet |
Mello, Diene Eire de Ramos , Samantha Carlos, Raquel Mollero, Giovanna |
author_role |
author |
author2 |
Ramos , Samantha Carlos, Raquel Mollero, Giovanna |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Mello, Diene Eire de Ramos , Samantha Carlos, Raquel Mollero, Giovanna |
dc.subject.por.fl_str_mv |
Ensino de línguas Língua inglesa Gamificação Produção oral Language teaching English language Gamification Oral production |
topic |
Ensino de línguas Língua inglesa Gamificação Produção oral Language teaching English language Gamification Oral production |
description |
The aim of the present study was to analyze the potential impact of gamification and the introduction of educational games on the motivation and linguistic proficiency of English language students over a 16-hour TOEFL iBT: Oral Production course at a public State University of Paraná. Among the course members, 2 graduate students actively participated in the data collection. During classes, diverse elements of gamification were combined with selected educational games that included group work, competition, development of oral skills in the foreign language, quick thinking and decision making. To analyze the motivational impacts, at the end of the course, a questionnaire was applied on students' perceptions about the gamified practices and the games used in the classroom. For the analysis of language proficiency, an analysis of lexical improvement was conducted using the interactive database English Profile from recordings of the same test performed at the beginning and at the end of the course. The results show that students believe that gamified classes and the use of educational games positively helped in the learning process regarding motivation, engagement and self-confidence. In turn, the analysis of the recordings pointed out that there were no significant gains with regard to the linguistic improvement of the students’ oral production. We conclude that although gamification proves to be an efficient didactic strategy in relation to student involvement, it is necessary to expand research and didactic experiences that can support more in-depth data in the field of foreign language teaching. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/24946 10.35699/1983-3652.2021.24946 |
url |
https://periodicos.ufmg.br/index.php/textolivre/article/view/24946 |
identifier_str_mv |
10.35699/1983-3652.2021.24946 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/24946/20385 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 316-333 Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 316-333 Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 316-333 Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 316-333 1983-3652 reponame:Texto livre instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Texto livre |
collection |
Texto livre |
repository.name.fl_str_mv |
Texto livre - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistatextolivre@letras.ufmg.br |
_version_ |
1799711142992412672 |