Browsing by Author "Guaranga Zapata, Tatiana Marisol"

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    The Use of Gamification to Improve Reading Comprehension in A1 Level Students
    (Universidad Bolivariana del Ecuador, 2025-07-10) Guaranga Zapata, Tatiana Marisol; Letamendi Lazo, Carmen Andrea
    The increasing global significance of English as a lingua franca has necessitated the enhancement of English language instruction, particularly at the foundational levels. In Ecuador, A1 -level English language learners (ELLs) face persistent challenges in reading comprehension due to limited vocabulary, grammatical knowledge, and engagement with reading materials. Traditional teaching methods often fail to address these difficulties effectively. This study explores the impact of gamification as an instructional strategy to improve reading comprehension among 11–12-year-old A1-level students at Unidad Educativa Verbo Divino. The research employs a mixed-methods approach, integrating both quantitative and qualitative methodologies to provide a comprehensive understanding of gamification's effectiveness. The independent variable is the implementation of gamification, which involves the use of points, badges, challenges, and interactive learning elements. The dependent variable is the improvement in reading comprehension, measured in terms of accuracy, fluency, engagement, and overall comprehension skills. Data collection methods include pre- and post-tests, student surveys, semi-structured interviews, and classroom observations. Statistical analyses assess the impact of gamification on students’ reading performance, while thematic analysis explores student perceptions and engagement levels. Findings indicate a significant improvement in students’ reading comprehension skills following the gamified intervention. The mean reading comprehension scores increased notably from the pre -test to the post-test, suggesting that game-based learning effectively enhances text interpretation and retention. Additionally, survey results reveal strong student preference for gamified reading activities over traditional methods, highlighting the motivational benefits of incorporating game mechanics into instructional design. Qualitative data further support these findings, as students reported higher engagement, increased motivation, and greater confidence in their reading abilities. In summary, the study demonstrates that gamification serves as an effective pedagogical tool for fostering reading comprehension in A1-level learners by promoting engagement, motivation, and cognitive development. The research recommends the integration of structured gamification strategies into English language curricula to enhance reading proficiency. Future studies should explore long-term impacts and scalability across different learning environments.