Gamification as a strategy for strengthening communicative skills in English in third-grade students

Abstract

This article analyzes the impact of gamification, mediated by interactive digital resources and analog games, on strengthening A1 level English communication skills in third-grade students at the Santa María Goretti Educational Institution in Montería, Córdoba. The research was conducted within the interpretive paradigm, with a qualitative approach and a case study design. Various techniques were used to collect information, including document review using an analysis guide to examine pedagogical records. Additionally, a review of background information and theoretical frameworks on gamification and communication skills was carried out. Participant observation, supported by a structured observation guide and audiovisual recordings, was also employed to document student interaction and progress. Semi-structured interviews were conducted with both teachers and students. The intervention was implemented through a schedule of 10 gamification-based sessions. Digital and analog resources were integrated. Regarding digital resources, platforms such as Genially, Kahoot, Quizizz, and Wordwall were used, as well as interactive resources like Learn English Kids from the British Council and the Games to Learn English website. 
Analog resources were also employed, including role-playing games, flashcards, and group activities. The activities were planned incorporating gamification elements, such as points, challenges, and rewards, to improve motivation, participation, and communicative interaction in English. 
The results showed that the gamification strategy fostered a dynamic, participatory, and collaborative learning environment. Students demonstrated significant progress in confidence and the development of communicative skills in English. Similarly, improvements were noted in oral and written expression, as well as a greater command of vocabulary and basic language structures. Likewise, an increase in student motivation, interest, and participation during the activities was evident. 
Consequently, gamification mediated by interactive platforms, interactive resources, and analog games constitutes a useful pedagogical strategy for strengthening English communication skills in primary school students, especially in socially vulnerable educational contexts, by promoting more participatory, motivating, and contextualized learning processes.