Gamification and the development of writing skill in students of English as a foreign language
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Gamification emerged as a business strategy; nevertheless, the empirical evidence regarding its use in education has validated it as an innovative technique in various learning environments. Under these circumstances, this study examined the effects of gamification on the development of the writing skill in tenth grade students of English as a foreign language. The research design followed a quantitative methodology, and it was based on the statistical analysis of the results of tests – based on writing tasks and graded on the basis of a validated rubric – applied before and after a ten-week intervention, which used the Classcraft platform as its main tool. The findings of the study demonstrated a statically relevant improvement of the development of the aforementioned macro-skill in the participants of the study. This improvement was particularly connected to vocabulary acquisition, grammar practice, and organization of ideas, as well as aspects related to motivation. These results add to the body of empirical evidence on the topic, and they position gamification as an active technique whose inclusion in the teaching-learning process of English as a foreign language is suggested.
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