dc.contributor.advisor | Martínez Cifuentes, Diana | spa |
dc.contributor.author | Almanza Molina, Ana Lucia | |
dc.coverage.spatial | Bogotá, Colombia | spa |
dc.date.accessioned | 2024-06-24T13:29:48Z | |
dc.date.available | 2024-06-24T13:29:48Z | |
dc.date.issued | 2024 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/19735 | |
dc.description.abstract | Using gamification as a pedagogical strategy, this research aimed to improve seventh-grade students’ English-speaking skills through the Task-Based Learning approach. For this reason, this study sought to answer How can gamification as a pedagogical strategy improve seventh-grade students' English-speaking skills through a task-based learning approach at Guillermo Cano Isaza School? To attain the objective and answer the question, the action research was carried out by proposing a series of four tasks that included game elements based on students’ preferences. Then they were implemented, and the information collected through field notes, audio recordings, and surveys was evaluated. The findings show the impact of gamification on speaking skills such as pronunciation and fluency because students got the confidence and took the risk to speak and practice during the sessions. | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.publisher | Universidad Pedagógica Nacional | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Gamification | eng |
dc.subject | Task-based learning | eng |
dc.subject | Speaking skills | eng |
dc.subject | Pronunciation | eng |
dc.subject | Fluency | eng |
dc.title | Gamification : a tool to improve speaking skill through the TBL approach. | eng |
dc.publisher.program | Licenciatura en Español e Inglés | spa |
dc.subject.keywords | Gamificación | spa |
dc.subject.keywords | Aprendizaje basado en tareas | spa |
dc.subject.keywords | Habilidades comunicativas | spa |
dc.subject.keywords | Pronunciación | spa |
dc.subject.keywords | Fluidez | spa |
dc.type.hasVersion | info:eu-repo/semantics/acceptedVersion | |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
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dc.publisher.faculty | Facultad de Humanidades | spa |
dc.type.local | Tesis/Trabajo de grado - Monografía - Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | eng |
dc.description.degreename | Licenciado en Español e Inglés | spa |
dc.description.degreelevel | Pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | eng |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.reponame | reponame: Repositorio Institucional UPN | spa |
dc.identifier.repourl | repourl: http://repositorio.pedagogica.edu.co/ | |
dc.description.abstractenglish | Usando la gamificación como una estrategia pedagógica, investigación tuvo como objetivo mejorar las habilidades de habla en inglés de los estudiantes de séptimo grado a través del enfoque Aprendizaje Basado en Tareas. Por esta razón, este estudio buscó responder ¿Cómo puede la gamificación como una estrategia pedagógica mejorar las habilidades de habla en inglés de los estudiantes de grado séptimo a través del enfoque Aprendizaje Basado en Tareas en el colegio Guillermo Cano Isaza? Para alcanzar el objetivo y responder la pregunta, la investigación acción se llevó a cabo proponiendo una serie de cuatro tareas las cuales incluían elementos de juegos basados en las preferencias de los estudiantes. Estas fueran implementadas, la información recolectada a través de diarios de campo, grabaciones en audio y encuestas fue evaluada. Los hallazgos muestran el impacto de la gamificación en habilidades comunicativas como la pronunciación y la fluidez porque los estudiantes adquirieron confianza y se atrevieron a hablar y practicar durante las sesiones. | spa |
dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International | |