Gamification to enhance speaking skills in English language learning in university students

Abstract

This study investigated the views of UPSE second semester students using gamification to help them develop oral skills in the English language. It was based on an issue of concern for many educators; namely, developing the ability of students to express themselves orally by using sufficient vocabulary and correct pronunciation. Additionally, students often suffer from low self-confidence and a lack of motivation in their studies. Therefore, this study aims to explore how students see gamification as a way to enhance their oral production when speaking English. A qualitative method of research was employed with a phenomenology type of design. The data collection process consisted of virtual semi-structured interviews and included eight open ended questions. These were administered to five second-semester university level students who were enrolled in an English class. The students highlighted that gamification is a good educational tool because it makes learning exciting, and stimulates participation, confidence, interaction, and enthusiasm for practicing English. Moreover, the participants felt that gamified classes are less boring and less stressful than non-gamified classes. Students also perceived that gamified activities had helped them become better speakers, reporting what they experienced as gains in fluency, pronunciation, vocabulary knowledge, and their overall ability to express themselves orally in English. Overall, this study suggests that, from the students' own perspective, gamification can increase motivation and involvement in learning English, which they associate with greater progress in developing their oral skills and with a greater enjoyment of the English learning process.