The use of online games for vocabulary acquisition in 1st year students

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dc.contributor.advisorStagg, Graham
dc.contributor.authorReyes Cobis, Diomary del Valle
dc.date.accessioned2026-06-25T14:52:14Z
dc.date.available2026-06-25T14:52:14Z
dc.date.issued2026-04-29
dc.descriptionTESIS-MAESTRĂŤA
dc.description.abstractThis research explored how gamification, constructivism, and game-based learning can improve vocabulary acquisition and motivation in first-year EFL students at a private school in Ecuador. The study was conducted with a group of sixteen learners positioned within the pre-A1 to A2 proficiency range, whose initial performance reflected limited retention, recurrent grammatical difficulties, and a minimal level of engagement in conventional instructional contexts; throughout a four-week period, the participants engaged in a sequence of tasks developed through the use of digital environments, for instance: Games to Learn English and ESL Games, in which interactive exercises were integrated with feedback mechanisms and opportunities for collaborative interaction. The methodological framework adopted a mixed-method, quasi-experimental orientation that incorporated instruments such as interviews, surveys, assessments of oral accuracy, and observations of participation, while also examining the reduction of interference from the learners’ first language. The results revealed an increased confidence among the participants in the use of English across both oral and written domains, thereby illustrating the pedagogical potential of approaches that fuse playful principles with constructivist perspectives in the process of language acquisition; these outcomes establish that the inclusion of digital resources and game-based dynamics facilitates the creation of learning experiences that are more sustained and cognitively valuable for students exhibiting low initial motivation. Furthermore, the research underlines the necessity of designing learning spaces oriented toward the learner, in which communication, reflective engagement, and active involvement collectively contribute to the continuous development of linguistic competence through a more interactive and participatory process.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationReyes Cobis, D. del V. (2026). The use of online games for vocabulary acquisition in 1st year students. Universidad Bolivariana del Ecuador.
dc.identifier.otherMAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3805
dc.language.isoen_US
dc.publisherUniversidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-A24-01P1-10; 17595954060
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectGamification
dc.subjectlanguage acquisition
dc.subjectonline games
dc.titleThe use of online games for vocabulary acquisition in 1st year students
dc.title.alternativeEl uso de juegos en línea para la adquisición de vocabulario en estudiantes de primer año
dc.typeThesis
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