Publicación:

Estrategia didáctica apoyada en la gamificación para fortalecer la competencia comunicativa en el idioma inglés con los estudiantes de grado décimo de la I.E.D Betulia Tena Cundinamarca

Resumen

The purpose of this research was to apply a didactic strategy based on gamification to strengthen the communicative competence of English, with a population of thirty (30) tenth grade students from IED Betulia with ages ranging from 14 to 16 years old, from whom a sample of five (5) students was taken. This research has a qualitative perspective with an evaluative descriptive scope, addressing the methodological design of the case study, taking into account the category of communicative competence of English where the subcategories are: linguistic, sociolinguistic and pragmatic, and based on the category of gamification. The study is divided into three phases. It begins by identifying the students' level of communicative competence through the initial instrument, taking as a reference the subcategories and dimensions proposed by the CEFR, from which a four-session didactic strategy was designed with the elements typical of gamification such as the dynamics, mechanics and components of the game, and ended by applying the final instrument. Through the analysis of the results it was possible to demonstrate that with the application of the didactic strategy some students presented significant advances in the strengthening of the communicative competence, especially in the speaking and listening skills where they showed greater fluency when communicating, going from the A1 to A2 or A2 to B1 scale. Furthermore, it was observed that the didactic strategy had a positive influence on awakening the interest and motivation of the students in learning the English foreign language. In conclusion, these types of didactic strategies contribute to the processes of teaching and learning the English language.