GAMIFICATION IN ENGLISH TEACHING: AN ANALYSIS OF ITS EFFECTIVENESS IN SECOND LANGUAGE LEARNING

Abstract

The implementation of gamification strategies in the teaching of English as a foreign language has emerged as a response to the need to develop more effective and engaging methods for language learning, especially in the Ecuadorian educational context, where student motivation and engagement represent significant challenges. This research examines the effectiveness of gamification as a pedagogical tool in the teaching of English, analyzing its impact on academic performance and student motivation. Through a systematic review of literature published in high-impact indexed databases such as Scopus, Web of Science, ERIC, and SciELO, empirical studies that implemented gamification strategies in English classrooms were analyzed. The methodology employed a qualitative approach, combining dialectical, historical-logical, and analysis-synthesis methods to examine the evolution and effectiveness of these strategies. The results reveal significant improvements in key areas of language learning, including vocabulary retention, listening comprehension, and oral production, with a notable increase in students' intrinsic motivation and class participation. However, it was found that Ecuadorian educational institutions have been gradually incorporating gamification elements into their English programs, evidencing a gap between their potential and their effective implementation. These findings indicate that gamification, when implemented in a structured manner and with clear pedagogical objectives, constitutes an effective strategy for teaching English as a foreign language, although its success is conditioned by factors such as technological infrastructure and teacher training in the Ecuadorian context.