The impact of using digital resources to gamify EFL lessons
"This thesis research intends to analyze how the implementation of a techno-pedagogical design that uses digital resources such as Wordwall, Kahoot! Canva, Padlet, Nearpod, Seesaw, Voki, and Coggle affects the learning process of EFL students of IPN’s CELEX, concerning their proficiency level a...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | Benemérita Universidad Autónoma de Puebla |
| Repositorio: | Repositorio Institucional de Acceso Abierto RIAA-BUAP |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorioinstitucional.buap.mx:20.500.12371/20286 |
| Acceso en línea: | https://hdl.handle.net/20.500.12371/20286 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA Inglés--Estudio y enseñanza (Superior)--Hablantes extranjeros Adquisición de segunda lengua--Estudio de casos Enseñanza--Materiales auxiliares Estrategias de aprendizaje Tecnología educativa Enseñanza asistida por computadora Juegos educativos |
| Sumario: | "This thesis research intends to analyze how the implementation of a techno-pedagogical design that uses digital resources such as Wordwall, Kahoot! Canva, Padlet, Nearpod, Seesaw, Voki, and Coggle affects the learning process of EFL students of IPN’s CELEX, concerning their proficiency level and what their perceptions are about the implementation of these digital resources. IPN's CELEX is currently implementing its Program General Institutional de Ingles, an institutional EFL teaching policy highlighting the use of technology to teach foreign languages. With this in mind, this thesis research adopted a quantitative approach, intending to produce research regarding OERs, gamification, and their implementation with CELEX's population. Four instruments were used to gather the data: a pre-test, a post-test, the implementation of a techno-pedagogical design as a treatment, and a Likert-scale questionnaire to identify the students’ perception of using digital resources and gamification in their EFL learning process. The test instruments were applied to a control group and an experimental group. The results demonstrated that the experimental group students increased their EFL proficiency level, showed a positive perception concerning the implementation of technology in their EFL classes, and fostered different skills related to speaking, vocabulary and grammar practice, reading, collaboration, and digital literacy". |
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