Gamification Strategy for Enhancing Oral English Learning in Second-Cycle Primary Education Students.

Abstract

At the Sor Juana Inés de la Cruz Educational Center, located in Santo Domingo Este, challenges were identified in the teaching of English to students in the second cycle of primary education. Observations revealed difficulties in oral expression, lack of motivation, and limited concentration during classes. The objective of this study was to design a gamification strategy to improve oral production in English. A quantitative approach was adopted, working with a sample of 77 students out of a total of 88. Data collection involved Google Forms questionnaires, classroom observations, oral proficiency tests, and an evaluation instrument applied to specialists. Results indicated that gamification significantly increased motivation, with 98.7% of students reaching high levels. The most effective strategies included reward points (77.9%), badges (51.9%), and challenges (44.2%). Additionally, 61% of students perceived a notable improvement in their performance, while 31.2% reported moderate improvement. Conclusions highlighted that gamification had a positive impact on academic performance, reducing the proportion of Satisfactory and Insufficient grades while increasing Good grades. This approach proved to be a valuable tool for fostering English language learning and enhancing both motivation and oral expression performance.