Licenciatura en Bilingüismo con Énfasis en Inglés · 2026
Strengthening Reading Skills through the implementation of Gamification and the prediction strategy in Fourth-Grade EFL Students at a Rural Public School in Pereira
This paper reports on an extension project-based action-research principles on reading skill development through gamification at rural school in Pereira. The project aims to reflect on how gamified strategies might impact the development of English reading skills in 4th grade students by implementing a task-based instruction approach with the use of gamification in the classroom and the use of prediction as a reading strategy. The data collection will be attained through student-teachers’ field diaries, observations and students’ artifacts. The intended outcomes are possible enhancement in the reading skill in 4th grade students as well as professional development in the students-teachers. To conclude, this project seeks to analyze the possible benefits of gamification when developing reading skills in English.
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Contenido
- Acknowledgementsp. 4
- Abstractp. 5
- Resumenp. 6
- Justificationp. 7
- Objectivesp. 13
- General Objectivep. 13
- Specific Objectivesp. 13
- Conceptual Frameworkp. 14
- Gamificationp. 14
- Gamification Vs Game-based Learningp. 16
- Reading Skillp. 17
- Predictionp. 5
- Literature Reviewp. 20
- Methodologyp. 25
- Type of methodologyp. 25
- Context and settingp. 26
- Participantsp. 27
- Reflective Cycle of the Project Stagesp. 28
- Table 1. Description of the reflective moments of the projectp. 29
- Instructional Designp. 30
- Table 2: Didactic sequence unit 1p. 31
- Implementation and reflective instrumentsp. 38
- Field diariesp. 38
- Observationsp. 38
- Students’ artifacts (Portfolios)p. 39
- Findingsp. 40
- Theme 1: Impact of the Intervention on Students and Institutionp. 40
- Comprehensionp. 34
- Figure 2: (Gamified Activity from Session 2)p. 41
- Figure 3: (Drawn Answers for Riddle Activity)p. 42
- Figure 4: (Riddles Wordsearch)p. 43
- Figure 5: (Reading comprehension)p. 44
- Figure 6: (Predicting the end of the comic by drawing it)p. 46
- Figure 7: (Sticker badges: words’ game)p. 47
- Excerpt 1: (Student interview recording)p. 48
- stakeholdersp. 48
- Excerpt 2: (Teachers’ perception on competence among students)p. 49
- Excerpt 3: (Student’s perception on Duck Name Picker App)p. 50
- Excerpt 4: (Student’s perception on Duck Name Picker App)p. 51
- Figure 8: (Pictionary Stirring Activity)p. 51
- Excerpt 5: (In-service teacher’s perception regarding gamified strategies)p. 52
- the sessions)p. 53
- Figure 9: (Final Quiz - Reading comprehension)p. 54
- projectp. 55
- Code 1: Strategies used by the student-teachersp. 55
- Excerpt 7: (Student-teachers’ field diary session #1)p. 57
- Figure 11: (Classroom Rules Poster)p. 59
- Excerpt 8: (Student-teachers’ field diary extract from session #1)p. 59
- Excerpt 9: (Student-teachers’ field diary extract from session #2)p. 59
- Figure 12: (Contextualized material designed by the student-teachers)p. 61
- Figure 13: (Extract from lesson plan session #3)p. 62
- Figure 14: (Extract from lesson plan session #2)p. 63
- Excerpt 11: (Student-teachers’ field diary extract from session #2)p. 63
- Excerpt 12: (Student-teachers’ field diary extract from session #3)p. 64
- Conclusionsp. 66
- Limitations and Implicationsp. 68
- Referencesp. 70