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GAMIFIED-LEARNING ON ENHANCING ENGLISH
SPEAKING SKILLS AMONG A1 LEARNERS AT
FINETUNED ENGLISH LANGUAGE INSTITUTE,
AUGUST 2024 TO JANUARY 2025 ACADEMIC PERIOD
APRENDIZAJE BASADO EN JUEGOS PARA MEJORAR LAS
DESTREZAS DE LA COMPETENCIA COMUNICATIVA ORAL DEL
INGLÉS ENTRE ESTUDIANTES A1 EN FINETUNED ENGLISH
LANGUAGE INSTITUTE, PERÍODO ACADÉMICO AGOSTO 2024 -
ENERO 2025
Mg.Sc. Ana Karen Robles Juárez
Universidad Nacional de Loja
Ph.D Adriana Elizabeth Cango Patiño
Universidad Nacional de Loja
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DOI: https://doi.org/10.37811/cl_rcm.v8i6.15841
Gamified-Learning on enhancing English speaking skills among A1 learners at
FineTuned English Language Institute, August 2024 to January 2025 Academic
Period
Mg.Sc. Ana Karen Robles Juárez1
ana.k.robles@unl.edu.ec
https://orcid.org/0009-0007-5049-7106
Universidad Nacional de Loja
Ecuador
Ph.D Adriana Elizabeth Cango Patiño
adriana.cango@unl.edu.ec
https://orcid.org/0000-0003-3073-477X
Universidad Nacional de Loja
Ecuador
ABSTRACT
This study analyzes the impact of gamified learning on the English oral proficiency development of A1
students at Fine-Tuned English Language Institute from August 2024 to January 2025. The study is focused
on action research, and mixed methods approach, quantitative data from pre-and post-tests were combined
with qualitative surveys. The sample included nine students aged eight to nine years, according to the
Common European Framework of Reference (CEFR). The aim was to evaluate the effectiveness of
gamified learning and to explore students' attitudes towards this methodology. The intervention followed
Mertler's action research cycle, which is to plan, act, develop, reflect, and employ the Presentation, Practice,
Production (PPP) methodology. The gamified activities were based on the second unit of the Fly Higher
book published by Richmond ELT in 2022 and adapted to the student's level. The results showed significant
improvements in fluency, grammar, vocabulary, and pronunciation. Finally, the study concludes that
gamified learning is a dynamic and effective approach to improving speaking in EFL contexts, promoting
a participatory environment that overcomes the limitations of traditional methods.
Keywords: gamified-learning, english speaking skills, improvement
1
Autor principal
Correspondencia: ana.k.robles@unl.edu.ec
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Aprendizaje basado en juegos para mejorar las destrezas de la competencia
comunicativa oral del inglés entre estudiantes A1 en FineTuned English
Language Institute, período académico Agosto 2024 - Enero 2025
RESUMEN
Este estudio analiza el impacto del aprendizaje basado en juegos en el desarrollo de competencias orales en
Inglés de estudiantes A1 de Fine-Tuned English Language Institute durante Agosto 2024-Enero 2025. El
estudio está enfocado en la investigación-acción explicativa y métodos mixtos, se combinaron datos
cuantitativos de pruebas previas y posteriores con encuestas cualitativas. La muestra incluyó nueve
estudiantes de ocho a nueve años, según el Marco Común Europeo de Referencias (MCER). El objetivo
fue evaluar la eficacia del aprendizaje basado en juegos y explorar las actitudes de los alumnos hacia esta
metodología. La intervención siguió el ciclo de investigación-acción de Mertler, es decir, planificar, actuar,
desarrollar, reflexionar, y empleó la metodología Presentación, Práctica, Producción (PPP). Las actividades
basadas en juegoss se basaron en la segunda unidad del libro Fly Higher, publicado por Richmond ELT en
2022, y se adaptaron al nivel de los alumnos. Los resultados mostraron mejoras significativas en fluidez,
gramática, vocabulario y pronunciación. Finalmente, el estudio concluye que el aprendizaje aprendizaje
basado en juegos es un enfoque dinámico y eficaz para mejorar la expresión oral en contextos del inglés
como lengua extranjera, promoviendo un entorno participativo que supera las limitaciones de los métodos
tradicionales.
Palabras clave: aprendizaje basado en juegos, destrezas de la competencia comunicativa oral del inglés,
fortalecimiento
Artículo recibido 08 febrero 2024
Aceptado para publicación: 12 marzo 2024
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INTRODUCTION
English has become the second language of choice in some countries, being the main lingua franca for
global communication. Its widespread use in various international economic, cultural, and digital settings
has strengthened its status as an international language, as observed by Marlina and Xu (2018), who notes
that “the global spread of English, its predominant use in various international economic and cultural
settings, and the dramatic expansion of electronic communication have enabled the language to achieve the
status of an international language or global lingua franca” (p. 1). This role of universal reach has led to
increased promotion of English language learning among young learners, intending to equip them with
language skills that can open doors to academic, professional, and social opportunities in an increasingly
globalized world. However, speaking, or oral expression, is distinguished as one of the most difficult
language skills for non-native English learners to master (Chamorro et al., 2020), especially in countries
where the predominant language is not English.
Ecuador, for example, is a country where Spanish is still the primary language, which creates obstacles in
English acquisition due to limited interaction in the foreign language. As Chamorro et al. (2020) explain,
“Ecuador has 14 ancestral languages and Spanish is the official language, which limits students' exposure
to English” (p. 310). This linguistic environment can limit opportunities for students to practice English,
often limiting them to formal educational settings where they have few opportunities to engage with the
language outside of the classroom. In addition, many children begin learning English at a relatively late age
and are exposed to it primarily in settings where Spanish dominates everyday conversations, further
complicating their ability to develop effective oral expression.
Several factors hinder the development of students' oral proficiency in English. Scarce class time is one of
the main problems, as foreign language learners typically have only a few hours of class time per week.
According to Lightbown and Spada (2013), this minimal exposure of a few hundred hours over several
years prevents students from gaining fluency and confidence. Another obstacle is the lack of engaging
classroom activities, such as games, which Yu (2023) stresses are essential for motivation. Without these
methods of stimulation, students may lose enthusiasm and face increased anxiety, which may further hinder
their willingness to speak English.
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These challenges are familiar to educators at the Fine-Tuned English Language Institute in the canton of
Yantzaza in Zamora Chinchipe province, where teachers strive to improve students' English-speaking skills
through creative techniques such as games, songs, and other playful activities. However, doubts remain as
to whether these gamified approaches serve as a stimulus for students to speak English with confidence,
without fear of making mistakes. Gamification, or the application of playful elements to learning, has been
widely studied and recognized as a motivational strategy in education. Nevertheless, there is still a gap in
the literature on its specific effects on young learners' English speaking skills, particularly for A1 learners.
By addressing this aspect, this research aims to contribute to the understanding of how Gamified-learning
activities can effectively improve speaking skills in an engaging and accessible way for young learners,
providing teachers with tools to support their students' progress.
This study investigates how gamified learning can improve the English speaking skills of A1 students at
the Fine-Tuned English Language Institute from August 2024 to January 2025. By evaluating the
effectiveness of the method and students' perceptions, the research aims to highlight the potential of
gamification to overcome common barriers in the development of speaking skills. The results are expected
to guide educators in adapting teaching methods, fostering a dynamic and supportive learning environment,
and implementing engaging, low-stress gamified activities to improve language acquisition outcomes for
young learners.
METHODOLOGY
The present research aims to analyze Gamified-learning on enhancing English speaking skills among A1
learners at Fine-Tuned English Language Institute, August 2024 to January 2025 Academic Period. This
research aims to identify the effectiveness of Gamified-learning activities in enhancing students' speaking
skills while describing their perceptions of these activities. The proposed research was conducted during
eight weeks of the academic cycle: September 2024-January 2025, at Fine-Tuned English, language
institute, located in the Yantzaza canton, in the city of Zamora Chinchipe, in the south of the Amazon region
of Ecuador, on the outer flanks of the Eastern Cordillera of the Andes at an altitude of 887 meters above
sea level.
The study population consisted of 9 students enrolled in the curriculum between the ages of 8 and 9 years
old. These participants have an A1 learner proficiency level according to the Common European
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Framework of Reference for Languages and presented difficulties in the process of speech acquisition in
English. Given their age, consent forms were obtained from their legal tutors for the researcher to
implement different activities and strategies in the classroom.
This action research study followed a cycle of planning, action, development, and reflection to explore the
effectiveness of gamified learning in improving English oral skills in EFL classrooms. It aims to provide
practical strategies for integrating Gamified- activities with A1 students at the Fine-Tuned English
Language Institute in Ecuador. Using a mixed-methods approach, the research collected quantitative data
through pre- and post-tests of oral expression and qualitative data from student surveys, providing
information on possible improvements in English language skills through game-based learning.
The mixed methods design integrated quantitative and qualitative analysis to comprehensively address the
research questions. Pre- and post-tests assessed the impact of gamified activities on students' speaking
skills, while surveys collected their perceptions of these methods. This approach allowed for a detailed
analysis of the relationship between the independent variable, that is, gamified learning strategies, and the
dependent variable referring to A1 learners' speaking skills, thus providing valuable information for
educators seeking to improve English language learning through gamification. Moreover, the application
of correlational research in this study was crucial to identifying the relationship between gamified learning
activities and the improvement of English language skills among A1 learners.
To achieve the specific objectives of this research, a mixed methods approach was employed, incorporating
quantitative and qualitative data collection techniques. Taherdoost (2021) claims that qualitative data may
be suitable for obtaining more information to explore and determine new effects and consequences of
research programs and, ultimately, to improve the quality of quantitative results. On the other side,
quantitative data were suitable for exploring and determining new effects and consequences of research
programs.
For the first objective, which is to identify the effectiveness of Gamified-learning on enhancing English
Speaking Skills, among A.1 learners, quantitative data were collected through pre and post-tests. These
tests measured the improvement of students' speaking skills before and after the intervention proposal in
the gamified activities. For the second objective, which aims to describe students’ perceptions about
Gamified-learning on enhancing English speaking skills among A1 learners, qualitative data were collected
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through student surveys. These surveys included Likert-scale questions to select students' attitudes and
experiences with gamified activities. This qualitative approach complemented the quantitative results,
providing an overall understanding of how Gamified-learning influences children's English-speaking skills.
Quantitative data collected from the pre- and post-tests were analyzed and organized using inferential
statistics and JAMOVI software for quantitative data analysis, organizing the data, tabulating the
information, and generating automatic tables summarizing the descriptive statistics and the results of the
applied statistical tests, the data were also analyzed and the results interpreted in real time, showing clear
tables that helped to interpret the relationship between variables, as well as the statistical significance of
the findings. Qualitative data were interpreted through student surveys to discover patterns and insights into
their perceptions of Gamified-learning activities. The analysis was represented through tables and graphs
aligned with descriptive statistics. Subsequently, the research provided valuable information on how
gamified activities improve oral skills.
This research used practical action research to improve English speaking skills during the academic period
of August 2024 to January 2025. This study employed Mertler's (2024) action research model, which
comprises four stages: planning, acting, developing, and reflecting. In the planning stage, a proposal
focused on speaking skills was designed based on the identification of the research gap. In the action stage,
the proposal was implemented, incorporating learning strategies, at the same time, research instruments
such as pre and post-tests were used, as well as surveys to collect data. In the development and reflection
phases, the main results were interpreted and discussed to conclude. This research was conducted during
eight weeks of the school year from September 2024 to January 2025. Throughout the intervention plan,
several Gamified-learning activities were conducted in the classroom to improve students' English language
skills.
The classes were structured using the PPP (Presentation, Practice, Production) teaching methodology to
improve English speaking skills. In the Presentation phase, innovative Gamified-learning activities were
presented to improve English speaking skills. In the Practice phase, children participated in Gamified-
learning activities designed to reinforce their speaking skills. In the final Production phase, students
demonstrated their speaking skills through different games. By incorporating dynamic lesson designs,
students were encouraged to improve their oral proficiency in an engaging environment. Importantly, the
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activities were specifically designed to fit the age group of A1 learners The eight-week intervention
proposal of Gamified-Learning activities aimed at A1 students of the Fine-Tuned English Language
Institute of Yantzaza was based on Unit Two of the book FLY HIGHER by Richmond ELT, whose first
edition was published in 2022.
RESULTS
The results of the pre-test, post-test, and survey provide a comprehensive overview of the impact of
Gamified-learning on enhancing English speaking skills among A1 learners. The pre-test results established
a baseline, highlighting initial challenges and areas needing improvement. Thus the post-test outcomes
demonstrated significant progress, reflecting the effectiveness of the gamified learning approach.
Additionally, the survey responses captured students' perceptions, revealing high levels of engagement,
motivation, and enjoyment. Together, these findings offer valuable insights into how gamified activities
foster a dynamic learning environment that encourages active participation and enhances speaking skills.
Due to this fact, the first objective is going to present the following line:
Objective: To identify the effectiveness of Gamified-learning on enhancing English Speaking Skills, with
A.1 learners.
Table 1 Pre-test results
N
Mean
SD
Min.
Max.
FLUENCY (2,50)
9
1.75
0.48
1.00
2.50
PRONUNCIATION (2,50)
9
0.84
0.25
0.50
1.25
GRAMMAR (2,50)
9
1.18
0.52
0.50
1.80
VOCABULARY (2,50)
9
1.14
0.34
0.90
2.00
TOTAL (10)
9
4.92
0.91
4.05
6.30
Elaborated by Robles and Cango, 2024
Table 1 shows the results of the pre-test, which indicate that some students have moderate “fluency”, with
an average score of 1.75 out of 2.5, while other students show basic fluency, some of whom are closer to
the maximum score, which shows the existence of different levels of proficiency within the group.
Moreover, “pronunciation” proves to be a major challenge, with a low average score of 0.84 out of 2.5.
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because of most of the students have similar difficulties in articulating words clearly and accurately.
Likewise, the mean “gramar” score is 1.18 out of 2.5, reflecting limited proficiency in using basic structures.
The wide range of scores indicates that while some students understand simple grammar, others have
difficulty getting through elementary sentences.
The average “vocabulary” score is 1.14 out of 2.5 (SD), indicating that students have a basic knowledge of
words, but lack depth and variety. The minimal variability suggests a constant need to expand vocabulary
to improve expression. Overall, the total speaking score is 4.92 out of 10, indicating below-average
performance in all areas. The data show significant difficulties in pronunciation and grammar, and there is
also a need for improvement in fluency and vocabulary.
Furthermore, following the intervention plan with gamified activities, post-test results indicate significant
improvements in all areas of A1 learners' speaking skills, demonstrating the effectiveness of gamified
activities in engaging learners and improving their performance. Given this fact, the first specific objective
was established as the following:
Table 2 Post-test results
N
Mean
SD
Min
Max.
FLUENCY (2,50)
9
2.24
0.33
1.50
2.50
GRAMMAR (2,50)
9
1.90
0.52
1.00
2.50
PRONUNCIATION (2,50)
9
1.74
0.46
1.10
2. 50
VOCABULARY (2,50)
9
1.83
0.43
1.30
2.45
TOTAL (10)
9
7.69
1.35
6.20
9.80
10
Elaborated by Robles and Cango, 2024
Post-intervention results show a significant improvement in students' speaking skills, due to the
implementation of gamified activities. As “Fluency” showed significant progress, with the mean increasing
to 2.24 out of 2.5. This indicates that students became more comfortable and coherent in speaking, and the
lower variability (SD 0.33) indicates more consistent improvement. Correspondingly, “Grammar” scores
also improved, with the mean increasing to 1.90 out of 2.5 this indicates that students have developed a
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better command of the language, this indicates that students developed a better command of basic
grammatical structures. However, the standard deviation (0.52) and the range (1.00 to 2.50) show that
although most of the students improved, some still have difficulties.
Regarding the “pronunciation” experienced a marked increase, with a mean of 1.74 out of 2.5, indicating
greater clarity and accuracy in speech. Variability (SD 0.46) shows varying rates of progress, but overall
improvement is evident. In terms of “Vocabulary” scores improved to a mean of 1.83 out of 2.5, reflecting
a broader word set and better word usage. The relatively low variability (SD 0.43) suggests steady progress
among students. The overall speaking score increased significantly to 7.69 out of 10, demonstrating that
the play activities had a positive impact in all areas assessed. The improvement in fluency, pronunciation,
grammar and vocabulary highlights the effectiveness of the intervention in improving A1 learners' speaking
skills.
Table 3
Shapiro-Wilk
N
W
p
Pre.test
9
0.822
0.036
Post-test
9
0.858
0.091
Elaborated by Robles and Cango, 2024
The results found in the Shapiro-Wilk test reveal that for the pre-test (N = 9, p = 0.036), the p-value is less
than 0.05, indicating that the data deviates from normality. In contrast, the posttest (N = 9, p = 0.091) shows
a p-value greater than 0.05, suggesting a normal distribution.
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Elaborated by Robles and Cango, 2024
Correlation analysis between scores obtained pre-test (Total 1) and post-test (Total 2) reveals a strong
positive relationship, with a correlation coefficient of 0.866 (p < 0.01). This indicates a statistically
significant correlation, suggesting that improvements in post-test scores are closely related to pre-test
performance.
Students who performed better on the pretest were more likely to have higher scores on the posttest,
demonstrating consistent progress across skill areas. The strong correlation also implies that the gamified
intervention had a positive impact, reinforcing initial strengths and addressing weaknesses. Thus, this result
supports the effectiveness of the applied methodology, highlighting its role in improving the oral skills of
students with different proficiency levels.
The qualitative information was collected through surveys that allowed gathering information on the
attitudes, experiences, and commitment of the students with the gamified activities, complementing the
quantitative data from the tests. This process enabled to respond to the second specific objective.
Objective: To describe students’ perceptions about Gamified-learning on enhancing English speaking
skills with A1 learners.
Table 5 Survey results
CRITERIA
QUESTIONS
Always
%
Sometimes
%
Never
%
TOTAL
Interaction
1. How often do
you participate in
the Gamified-
learning activities
with your
0
0%
8
89%
1
11%
100 %
Table 4 Correlation
TOTAL 1
TOTAL 2
Pre-test
—
Post-test
0.866
**
—
Note. * p < .05, ** p < .01, *** p < .001
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teacher?
2. How often do
you participate in
the Gamified-
learning activities
with your
classmates?
1
11%
7
78%
1
11%
100 %
Active
participation
1. Do you like to
participate
actively in
Gamified-
learning
activities?
9
100%
0
0%
0
0%
100%
2. Did you like the
Gamified-
learning activities
purposed for
enhancing
Speaking skills?
9
100%
0
0%
0
0%
100%
Motivation
1. When do you
play Gamified-
learning activities
that make you
want to speak
more?
4
44%
4
44%
1
11%
100%
2. Do you feel
comfortable
participating in
the Gamified-
learning
activities?
7
78%
2
22%
0
0%
100%
Engagement
1. Do you like your
English teacher
using more
Gamified-
learning
8
89%
1
11%
0
0%
100%
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activities?
Enjoyment
1. Do you have fun
during the
Gamified-
learning
activities?
9
100%
0
0%
0
0%
100%
Elaborated by Robles and Cango, 2024
The survey results provided a detailed understanding of students' experiences with gamified learning
activities, focusing on interaction, participation, motivation, engagement and enjoyment. Concerning
“Interaction” engagement with the teacher was primarily rated as “Sometimes” (89%), indicating that there
is room to encourage more teacher-student interaction. Interaction with peers was higher, with 11% marking
“Always” and 78% “Sometimes”. Regarding “Active participation” the two questions in this area obtained
a unanimous 100% “Always”, which shows the full involvement of the students in the activities while the
results obtained in “Motivation” showed split answers, with 44% choosing “Always” and 44%
“Sometimes”. which reveals that comfort in participating was high, with 78% indicating “Always”.
Regarding “Participation” comfort during activities was highly rated, with 89% choosing “Always.”
Finally, according to “Enjoyment” the results indicate that all students (100%) claimed to “Always” enjoy
the gamified activities, highlighting the attractiveness of the method.
DISCUSSION
The results of the present study are in agreement with those of several previous studies highlighting the
positive impact of Gamified-learning on enhancing students’ English speaking skills. Comparing this study
results with other related research reveals both similarities and differences in terms of learner engagement,
active participation, interaction, enjoyment, and motivation.
From this study, it was observed that most of the students occasionally participated in gamified activities.
While Arista and Tri Halisiana (2021) observed an initial disinterest in game-based learning, participation
improved with activity adjustments. Similarly, Zapata (2023) highlighted increased participation through
interactive games, emphasizing adaptive strategies to encourage immediate student engagement.
This study identified that more than half of the students surveyed showed significant motivation to
participate in speaking activities during gamified activities. This finding is aligned with the research
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conducted by Jácome (2022), who evidenced an improvement in students' vocabulary development after
they participated in gamified activities. Likewise, Simbaña (2023) noted that interactive games contributed
significantly to the development of students' vocabulary, fluency and grammar, evidencing that gamified
learning fosters a higher motivation for active participation in the classroom.
The results of this study reveal that all students experienced enjoyment during the implementation of
gamified activities. This finding agrees with that reported by Jácome (2022), who highlighted an
improvement in the interaction and enjoyment of students when participating in this kind of game.
Nevertheless, this finding contrasts with the study of Arista and Tri Halisiana (2021), who reported an
initial lack of interest on the part of the students, which changed after modifying the levels and rules of the
game. The results show that students participated positively in gamified learning due to the accurate design
of activities.
Both Jácome and Simbaña's studies and previous research support the notion that Gamified-learning
activities enhance speaking skills. Jácome (2022) and Simbaña (2023) found improvements in students'
speaking skills, such as and fluency. The present study echoes these findings, in which students' interaction,
active participation, motivation and enjoyment to speak and their engagement with gamified activities had
a positive impact. Furthermore, Arista and Tri Halisiana (2021) and Zapata (2023) highlight that gamified
learning not only improves students' speaking but also motivates them to engage more in language learning.
The current study found that almost all students are comfortable participating in gamified activities. This
high level of enjoyment is consistent with the findings of Zapata (2023) in his research, where gamified
activities helped increase student engagement by creating a more relaxed and engaging learning
environment. Meanwhile, Arista and Tri Halisiana (2021) found similar improvements in student behavior
and comfort, suggesting that Gamified-learning can create a less intimidating environment for students,
thus promoting active participation.
The results of this study are consistent with previous research and confirm that gamification is an effective
method for improving language learners' speaking skills. Despite variations in initial engagement, the
general trend highlights its positive impact on interaction, motivation, engagement, participation and
enjoyment, reinforcing the importance of gamified strategies in the language learning process.
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CONCLUSIONS
The conclusions drawn from this study highlight the meaningful impact of gamified learning on the
enhancement of English speaking skills among A1 learners.
The analysis of gamified learning found a significant impact on the improvement of English speaking
among A1 learners. The incorporation of gamification strategies fostered a learning environment that
encouraged active participation and engagement. These activities not only captured students' interest but
also facilitated notable improvements in fluency and confidence. Furthermore, the results underscore the
effectiveness of Gamified-learning as a comprehensive pedagogical approach that integrates participation
with structured instructional methods to achieve significant and measurable progress in oral language
proficiency.
The research showed that the implementation of Gamified-learning activities significantly improved
English oral skills among A1 students at the Fine-Tuned English Language Institute. Initial assessments
revealed deficits in fluency, pronunciation, grammar, and vocabulary, and that students had difficulty
articulating words, constructing sentences, and expressing ideas. Nevertheless, after the intervention, the
students showed considerable progress in all areas assessed, especially in fluency and general speaking
skills. These results highlight the effectiveness of Gamified-learning in addressing key language problems
and promoting skill development. The use of gamification facilitated the practice of vocabulary, grammar,
pronunciation and conversational skills through engaging activities, leading to measurable improvements
in speaking skills.
The results of this research showed that learning through games is a practical and effective strategy for
approaching the various skill levels of A1 learners. Although initial problems with pronunciation and
grammar were evident, the structured and interactive nature of the intervention facilitated significant
improvements, reducing performance gaps among students. In addition, survey findings indicate that
encouraging teacher-student interaction can further increase engagement. By taking advantage of
gamification, educators can integrate fun into learning while simultaneously addressing key language
challenges. The results also highlight the importance of adapting activities to the diverse needs of the
students, ensuring sustained motivation. For future research, developing gamification strategies can
optimize results, making this approach a cornerstone of English language teaching. The combination of
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academic benefits and positive learner perceptions underscores its importance for speaking development in
similar contexts.
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