Gamification and collaborative learning in EFL: effects on communicative competence and academic engagement in education
DOI:
https://doi.org/10.55204/pcc.v6i2.e139Keywords:
gamification, collaborative learning, communicative competence, academic engagement, EFLAbstract
Teaching English as a Foreign Language (EFL) requires innovative strategies that foster communicative competence and students' academic engagement. The aim of this study was to analyze the effects of a teaching strategy based on the integration of gamification and collaborative learning among EFL students. A mixed-methods approach with a quasi-experimental design was employed, involving an experimental group and a control group. The intervention included gamified activities supported by digital tools and collaborative learning dynamics focused on strengthening English communicative skills. Data were collected through communicative performance tests, academic engagement scales, and semi-structured interviews. The results revealed significant improvements in oral fluency, communicative interaction, motivation, and academic participation among students who participated in the intervention. Furthermore, a positive relationship was identified between collaborative participation and the development of communicative competence. The findings suggest that the combination of gamification and collaborative learning is an effective strategy for promoting more dynamic, participatory, and student-centered learning experiences. It is concluded that the integration of active methodologies and digital technologies significantly contributes to the enhancement of communicative competence and academic engagement in EFL contexts.Downloads
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