The use of escape rooms to promote collaboration in english language learning among seventh graders

Abstract

The present study attempts to establish the effectiveness of escape rooms in achieving an improvement in English language learning among seventh grade students. The study further explores how escape rooms can be used to increase cooperation among students in the language learning process as well as their level of participation. The action research study was conducted from a qualitative approach, benefiting from diagnostic testing, student surveys, an initiative composed of several escape room activities, teacher observation, and final reflection. The results showed that first and foremost, escape rooms have great potential and would act as a means of fostering the pedagogical process by stoking interest and motivation among students as they focus more on communication in the target language than on formal instruction. Escape rooms promote teamwork, communication, and problem-solving skills, but also the actual practice of English, something that is sometimes difficult to achieve in a formal learning environment. The results of the study inform the need to add techniques to foster motivation and collaboration among students. In this way, the use of escape rooms is a great example of techniques that can boost not only cooperation and motivation among students but also significantly improve English language learning, as they must use it to decipher clues and communicate among peers. Furthermore, by carefully considering the various learning styles in the classroom, teachers can design enjoyable and appropriate activities for students' needs and pedagogical goals, overcoming such barriers.