Almeida García, EvelynSuarez García, Eduardo Roberto2025-11-192025-11-192025-11-19UPSE-MPI-2025-0018https://repositorio.upse.edu.ec/handle/46000/15544The digital era has revolutionized language learning in the case of English bringing opportunities for accessible education, personalized and innovative. Integrating the teaching formative process fosters communicative abilities, likewise, future teachers are equipped with these technologies to apply them in their forthcoming classes. Nowadays, digital learning resources introduce gamification to research how gamified digital learning resources improve language learning. On the other hand, mass connection type applications, instant messaging, and educational platforms increased their frequency of use because of the pandemic. As well as electronic devices such as smartphones, tablets, and computers. Another skill promoted parallelly was self-regulation so that students know their development curvature and learn how to keep their pace. Thus, the objective of this research is to analyze digital learning and gamification resources as a self-regulation bridge for learning English as a second language and to identify tools that promote the communicative skills practice of the language. Data gathering was a survey designed and then shared among higher education English bachelor students and teachers. This information was processed on spss which allowed us to use person correlation among our variables. The results showed teachers and students use digital tools and resources to foster communicative skills. Self-regulation, and digital learning and gamification evokes the practice of the language.spaopenAccessAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/KEYWORDS DIGITAL LEARNINGGAMIFICATIONSELF-REGULATIONEFLmasterThesis