Exploring gamification in english language learning in elementary school

Abstract

This qualitative phenomenological study explores gamification as a methodology for teaching English to elementary school students in private educational institutions in Playas, Ecuador. The study seeks to understand how English as a Foreign Language (EFL) teachers overcome various barriers, such as a scarcity of technological resources, limited infrastructure, and parents' perceptions of innovative methods, to achieve objectives through interactive strategies. Using a purposive, non-probability sample, semi-structured individual interviews were conducted with five EFL teachers. Data collection was conducted using a nine-question interview designed to explore educators' experiences and perceptions. The results demonstrated that gamification is a ethod that boosts motivation in young learners. Furthermore, it reduces anxiety and increases class participation. Educators also reported significant benefits in vocabulary cquisition and the assimilation of new words using flashcards, as well as the ability to address complex topics in a more engaging way. However, the study also highlighted relevant challenges, such as a lack of time to create activities, the evident limitations of various resources, and a lack of understanding from parents. In summary, this research offers recommendations for local teachers to adapt gamified activities, prioritizing creativity and the purpose of the lesson in less-than-ideal classroom environments, thus promoting English language acquisition through a more engaging and innovative approach.