One of the most critical challenges of Foreign Language teaching is developing students' oral communicative competences, enhancing productive skills, and expressing thoughts in another language. This teaching process requires using different resources to acquire cognitive experiences that promote meaningful learning. However, during the COVID-19 pandemic, teachers emphasized virtual learning environments (VLE) and other digital resources to achieve the expected learning outcomes.
In this context, quasi-experimental research was developed over six months, which analyzed the effectiveness of learning oral communicative skills of English as a Foreign Language (EFL) through regular formative tests, according to international standards, prioritizing fluency, use of language, interaction, and pronunciation areas. This work involved specialist teachers in assessment development and teaching resources production; this study registered the progress of 107 first level students of the Language Centre at the Indoamerica University of Ecuador, the first one non-randomly group used external gamified resources, and the second one used the default activities of the LMS, during the teaching-learning process in the remote modality.
This work results show a correlation between the use of gamified resources and the assimilation of some oral language skills; therefore, from this experience, it is recommended for teachers to incorporate these kinds of resources to improve this productive oral skill within the communicative standards of the Common European Framework for Teaching English.
Lucila Quezada, Universidad Indoamérica, Ecuador
Daniel Ripalda, Universidad Indoamérica, Ecuador
Jessica Cuenca, Universidad Indoamérica, Ecuador
Stream: Language Learning and Teaching
This paper is part of the ACL2021 Conference Proceedings (View)
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