The development of multiliteracy in English as a Foreign Language through a gamified project: “Stranger disappearance”

Carmen M. Toscano-Fuentes; Elisabeth  Sánchez-Gago

doi:10.33776/linguodidactica.v4.8369

Carmen M. Toscano-Fuentes Universidad de Huelva https://orcid.org/0000-0002-3870-1924
Elisabeth Sánchez-Gago University of Huelva https://orcid.org/0009-0006-6435-0108

DOI: https://doi.org/10.33776/linguodidactica.v4.8369

Keywords:

English as a Foreign language, Gamification, Motivation, Multiliteracy, Reading comprehension

Abstract

Our society is immersed in a technological environment which influences not only students learning process but also the methodological approaches. Teenagers spend part of their free time playing with videogames or publishing posts on their social networks through their cellphones. This interest towards technological games can be the excuse to implement methodologies where technology takes place. Besides, these social shifts have transformed the concept of literacy, that is how to read and write into the notion of multiliteracy (Cope & Kalantzis, 2009; New London Group, 1996) where these two skills are developed through multimodal channel not only the written mode. One of the active methodologies which could be implemented when teaching English as a foreign language is Gamification since it could foster the development of literacy through a multimodal channel since it combines visual, auditory and written mode. One of the advantages of this active methodology is the increase of motivation and engagement towards the learning process. However, to become a fluent reader in English as a Foreign Language is not an easy task since there is not a total correspondence between the graphemes and phonemes hindering the comprehension of what it is written. The purpose of this study has been to prove if the implementation of a gamified project could strengthen the multiliteracy process and increase motivation towards the learning process. The results show there have been an improvement not only in the comprehension of written texts but also in the level of motivation towards the work of that specific skill.

Downloads

Download data is not yet available.

Altmetrics

Author Biographies

Carmen M. Toscano-Fuentes, Universidad de Huelva

Professor specialised in Applied linguistic. Her main interests of research are affective factors and teaching foreign languages through music and active methodologies. She belongs to COIDESO Research Center and the Research group called ReAll at University of Huelva. She has several articles published related to foreign language learning. She has been a professor at Harvard University.

Elisabeth Sánchez-Gago, University of Huelva

Secondary teacher of English as additional language. She has the master title Máster en profesorado en ESO, bachillerato, formación profesional y enseñanzas de idiomas. She is interested in active teaching methodologies.

References

Ardoiz García, L. (2017). Gamification in English teaching in primary education (PhD Dissertation). University of Valladolid, Spain.

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.

Azar, A.S. & Tan, N.H.I. (2020). The application of ICT techs (Mobile-assisted language learning, gamification, and virtual reality) in teaching English for secondary school students in Malaysia during COVID 19 pandemic. Universal Journal of Educational Research, 8 (11C), 55-63.

Baptista, G., & Oliveira, T. (2018). Gamification and serious games: A literature metaanalysis and integrative model. Computers in Human Behavior, 92, 306–315. https://doi.org/10.1016/j.chb.2018.11.030

Bovermann, K., & Bastiaens, T. (2018). Using gamification to foster intrinsic motivation and collaborative learning: A comparative testing. EdMedia+ Innovate Learning, 1128-1137.

Csíkszentmihályi, M. (1990). Flow. The psychology of happiness. Editorial Kairós.

Cope, B. & Kalantzis, M. (2009). Multiliteracies’: New Literacies, New Learning. Pedagogies: An International Journal, 4 (3),164 — 195.

Dewey, J. (1938). Experience and education. Touchstone.

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, Article 9. https://doi.org/10.1186/s41239-017-0042-5

Fonseca Mora, M.C. (2013). Melodías en el proceso de desarrollo de la capacidad lectora. Tonos digitales: Revista electrónica de estudios filológicos, 25.

Fonseca-Mora, M.C., & Fernández-Corbacho, A. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada, 30 (1), 166-187. https://doi.org/10.1075/resla.30.1.07fon

Gardner, R. (1985). The Attitude/Motivation Test Battery: Technical Report. University of Western Ontario.

Gómez Gonzalvo, F., Devís-Devís, J., & Molina Alventosa, P. (2020). El Tiempo De Uso De Los Videojuegos En El Rendimiento Académico De Los Adolescentes. Comunicar. Revista científica iberoamericana de comunicación y educación, 65, 87-96.

Hanus, M.D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Hashim, H., Rafiq, R.M. & Yunus, Md. M. (2019). Improving ESL Learners´ grammar with gamified learning. Arab World English Journal, 5.

Huizinga, J. (1939). Homo Ludens: A study of the play element in culture. Pantheon.

Jahn, K., Kordyaka, B., Machulska, A., Eiler, T. J., Gruenewald, A., Klucken, T., Brueck, R., Gethmann, C.F., & Niehaves, B. (2021). Individualized gamification elements: The impact of avatar and feedback design on reuse intention. Computers in Human Behavior, 119, 106702. https://doi.org/10.1016/j.chb.2021.106702

Johnson, W. L., Vilhjalmsson, H., & Marsella, S. (2005). Serious games for language learning: How much game, how much AI? In Proceeding of the 2005 Conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology (p. 306–313). IOS Press, Amsterdam, The Netherlands.

Kalantzis, M. & Cope, B. (2016). Learner Differences in Theory and Practice. Open Review of Educational Research, 3, 85–132.

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer

Kay, R. & Schellenberg, D. (2019). Comparing BYOD and One-to-One Laptop Programs in Secondary School Classrooms: A Review of the Literature. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1862-1866).

Lash, J.P. (1980). Helen and Teacher: The Story of Helen Keller and Anne Sullivan Macy. The Vaudeville Circuit. Delacorte Press/Seymour.

Maloney, S. (2019). Gamification in English language teaching: More than child’s play. https://n9.cl/8hio

Millis, K., Forsyth, C., Wallace, P., Graesser, A. C., & Timmins, G. (2017). The impact of game-like features on learning from an intelligent tutoring system. Technology, Knowledge and Learning, 22 (1), 1–22. https://doi.org/10.1007/s10758-016-9289-5

Morthy, D. K., & Abdul Aziz, A. (2020). The Use of Language Games in Enhancing ESL Learners’ Sentence Construction. International Journal of Academic Research in Business and Social Sciences, 10 (9), 16-32.

New London Group, (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard educational Review, 66,1.

Newcombe, J. and Brick, B. (2017). Blending Video Games into Language Learning. International Journal of Computer-Assisted Language Learning and Teaching, 7 (4), 75-89. 10.4018/IJCALLT.2017100106

Nieto-Escamez FA, Roldán-Tapia MD. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Front Psychology. Doi: https://doi.org/10.3389/fpsyg.2021.648552

Noroozi, O., Alikhani, I., Jarvela, S., Kirschner, P. A., Juuso, I., & Seppänen, T. (2019). Multimodal data to design visual learning analytics for understanding regulation of learning. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2018.12.019

OECD (2018) PISA 2022. Reading Literacy Framework. https://n9.cl/qea12

Orta Casado, J., & Peña-Acuña, B. (2022). Video games lexicon included in Spanish language: a multiple case study. Linguo Didáctica, 1, 15-35. https://doi.org/10.33776/linguodidactica.v1.7428

Ortiz Rojas, M. E., Chiluiza, K., & Valcke, M. (2017). Gamification in computer programming: Effects on learning, engagement, self-efficacy and intrinsic motivation. 11th European Conference on Game-Based Learning (ECGBL).

Palová, D., & Vejačka, M. (2020). Gamification tools improving university students’ involvement in the education process. In M. Koricic, K. Skala, Z. Car, M. Cicin-Sain, V. Sruk, D. Skvorc, S. Ribaric, B. Jerbic, S. Gros, B. Vrdoljak, M. Mauher, E. Tijan, T. Katulic, P. Pale, T. Galinac Grbac, N. F. Fijan, A. Boukalov, D. Cisic & V. Gradisnik (Eds.), Proceedings of the 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 581-586). IEEE. https://doi.org/10.23919/MIPRO48935.2020.9245113

Park, S., & Kim, S. (2021). Is sustainable online learning possible with gamification? The effect of gamified online learning on student learning. Sustainability, 13 (8), Article 4267. https://doi.org/10.3390/su13084267

Peña- Acuña, B. (2024). Cómo usar los dispositivos electrónicos para aprender: juegos cooperativos para adolescentes. https://n9.cl/kjt4xj

Piaget, J. (1999). La psicología de la Inteligencia. Biblioteca de bolsillo.

Rafek, M. B., Ramli, N. H. L. B., Iksan, H. B., Harith, N. M., & Abas, A. I. B. C. (2014). Gender and language: Communication apprehension in second language learning. Procedia - Social and Behavioral Sciences, 123, 90–96. https://doi.org/10.1016/j.sbspro.2014.01.1401

Rafiq, K.R.M., Hashim, H., Yunus, M.M. & Pazilah, F.N. (2019). Gamified Learning to teach ESL grammar: Students´perspective. Religación, 4, 181-186.

Rajendran,T. Naaim, N.A.B. & Yunus, M.M. ( 2019). Pupils´motivation and perception towards learning English using Quizvaganza. International Journal of Scientific and Research Publications, 9 (1), 1-9. http://dx.doi.org/10.29322/IJSRP.9.01.2019.p8529

Reinhardt, J. (2019). Gameful second and foreign language learning: Theory research & practice. Palgrave.

Renandya, W. A., & Widodo, H. P. (2016). English language teaching today: Linking theory and practice (Vol. 5). Springer.

Rubio Alcalá, F. (2004). La ansiedad en el aprendizaje de idiomas. Servicio de publicaciones de la Universidad de Huelva.

Rubio Alcalá, F., Hadjistassou, S., & Ferrero-Rodríguez, M. (2023). Study of English self-learning perceptions throughout video games of narrative and fantasy. Linguo Didáctica, 2, 89-104. https://doi.org/10.33776/linguodidactica.v2.7734

Şahin, M., Kurban, C. F., & Mazur, E. (2019). The new university model: flipped, adaptive, digital and active learning (FADAL). https://n9.cl/s3w1u

Santos, I. M., & Bocheco, O. (2017). University Students' Perceptions of Personal Mobile Devices in the Classroom and Policies. In T. Issa, P. Kommers, T. Issa, P. Isaías, & T. Issa (Eds.), Smart Technology Applications in Business Environments (pp. 303-320). IGI Global. https://doi.org/10.4018/978-1-5225-2492-2.ch014

Schöbel, S. M., Janson, A. & Söllner, M. (2020) Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29 (6), 641-668. https://doi.org/10.1080/0960085X.2020.1796531

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006

Seymour P.H., Aro M, Erskine JM. (2003). Foundation literacy acquisition in European orthographies. Br J Psychol, 94, (2)143-74. https://doi.org/10.1348/000712603321661859.

Song, M. & Zhang, S. (2008). EFM: A Model for Educational Game Design Save. Part of the Lecture Notes in Computer Science book series (LNISA, volume 5093).

Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65–76.

Tivaraju, J., Yunus, M., & Badusah, J. (2018). Learning English is fun via Kahoot: Students’ attitude, motivation, and perceptions. In Proceedings on Seminar on Transdisiplinar Education (STEd2017) (pp. 218–229).

Toscano Fuentes, C.M. (2024). Desarrollo del proceso lector en inglés en adultos universitarios a través de un recurso multimodal: el videoclip. Las ciencias sociales, las humanidades y sus expresiones artísticas y culturales. Una triada indisoluble desde un enfoque educativo. Dykinson.

Varannai, I., Sasvari, P. L., & Urbanovics, A. (2017). The use of gamification in higher education: An empirical study. International Journal of Advanced Computer Science and Applications, 8(10), 1–6. https://doi.org/10.14569/IJACSA.2017.081001

Vrcelj, A. Hoic-Bozic, N. Holenko Dlab, M. (2023). Attitudes of Secondary School Teachers towards gamification. The Eurasia Proceedings of Education and Social Science, 31, 54-66. https://doi.org/10.55549/epess.1381514

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Werbach, K., & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.

Xu, J., Lio, A., Dhaliwal, H., Andrei, S., Balakrishnan, S., Nagani, U., & Samadder, S. (2021). Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review. Journal of Affective Disorders, 293, 444–465. https://doi.org/10.1016/j.jad.2021.06.070