New instructional models for learning are emerging as alternatives to traditional education. Gamified instruction is touted as a motivational alternative for learning that increases learner autonomy, but research is lacking into its educational merit beyond those claims. This study measured the extent to which a gamified English as a foreign language classroom adhered to 21 principles of good education proposed by Mind, Brain, and Education (MBE) researchers in comparison to a traditional classroom. It also explored the claim that gamification promotes greater learner autonomy. Two sections of a college English class in Ecuador were used in this study. One was gamified and the other used a traditional education model. Both groups completed a 22 Likert Scale item questionnaire which correlated questions with each MBE principle and one question about perceived autonomy. The teacher and the students also provided comments about the experience. The data showed that the gamified group had higher rankings of perceived adherence to all of the 21 principles and a statement about autonomy with 14 of them being significantly higher. The qualitative data also supported the greater perceived adherence to MBE principles and an increase in perceived autonomy amongst students from the gamified group. It was concluded that gamified instruction did provide a learning environment that adhered more closely to proposals made by MBE researchers for good education and did create an atmosphere where students felt greater control of their learning.
Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 students from the 5th semester of Pedagogy de los Idiom’s nationals y estrangers (PINE) at Universidad Técnica de Ambato. Methodology. At first it was necessary to apply a diagnostic test to check students’ previous knowledge. For this, the second and fourth part from the reading section of the Preliminary English Test (PET) were used. Students had the opportunity of practicing the strategy for a month. During this period, they had to complete some comprehension activities related to readings. Finally, the experimental group took a post- test from PET to evaluate the effectiveness of the strategy. Results. The results obtained were analyzed using the student’s t-test. Conclusion. They evidenced that the Inferring Meaning Strategy contributes to the development and improvement of the reading comprehension
Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 students from the 5th semester of Pedagogy de los Idiom’s nationals y estrangers (PINE) at Universidad Técnica de Ambato. Methodology. At first it was necessary to apply a diagnostic test to check students’ previous knowledge. For this, the second and fourth part from the reading section of the Preliminary English Test (PET) were used. Students had the opportunity of practicing the strategy for a month. During this period, they had to complete some comprehension activities related to readings. Finally, the experimental group took a post- test from PET to evaluate the effectiveness of the strategy. Results. The results obtained were analyzed using the student’s t-test. Conclusion. They evidenced that the Inferring Meaning Strategy contributes to the development and improvement of the reading comprehension
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