Abstract
In the past years, English has been taught using the traditional methods and techniques, which has evoked low academic results in students’ performance in listening and speaking subject; thus, this study has been carried out with the aim to increase students’ motivation and participation inside the classroom through the use of interactive games based on deepening communicative skills. To conduct this study, a sample of one hundred students, who were randomly divided into two groups, the experimental and the control group as well as three English teachers of Universidad Técnica Particular de Loja (UTPL) participated in this study. The experimental and descriptive methods were employed to develop this research and a pre-test, an observation sheet, and a post-test were used as main instruments, which permitted to obtain information about the students’ progress in the listening and speaking classroom. The most important finding confirmed the fact that the use of interactive games is very productive since it allows students to increase interest and motivation in order to obtain better learning outcomes and raise students’ confidence at communicating in English.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Gilakjani, A., Sabouri, N.: The significance of listening comprehension in English language teaching. Theor. Pract. Lang. Stud. 6(8), 1670–1677 (2016)
Oradee, T.: Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). Int. J. Soc. Sci. Humanity 2(6), 533–535 (2012)
Ferris, D., Tagg, T.: Academic listening/speaking tasks for ESL students: problems, suggestions, and implications. Tesol Q. 30(2), 297–320 (1996)
Council, B.: English in Ecuador: An examination of policy, perceptions and influencing factors (2015). https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Ecuador.pdf
Yip, F.W., Kwan, A.C.: Online vocabulary games as a tool for teaching and learning English vocabulary. Educ. Media Int. 43(3), 233–249 (2006)
Guillén-Nieto, V., Aleson-Carbonell, M.: Serious games and learning effectiveness: the case of It’s a Deal! Comput. Educ. 58(1), 435–448 (2012)
Liu, T.Y., Chu, Y.L.: Using ubiquitous games in an English listening and speaking course: impact on learning outcomes and motivation. Comput. Educ. 55(2), 630–643 (2010)
Frydrychova-Klimova, B.: Games in the teaching of English. Procedia Soc. Behav. Sci. 191, 1157–1160 (2015)
Herrel, A., Jordan, M.: 50 Strategies for Teaching English Language Learners. Florida State University, Pearson (2016)
Richard-Amato, P.: Making It Happen. Longman, White plains (1996)
Clerk Maxwell, J.: A Treatise on Electricity and Magnetism, vol. 2, 3rd edn. Clarendon, Oxford (1892). pp. 68–73
González, P., et al.: EFL teaching in the amazon region of ecuador: a focus on activities and resources for teaching listening and speaking skills English. Lang. Teach. 8, 1916–4750 (2015)
Chen, I.J.: Using games to promote communicative kills in language learning. Internet TESL J. 11(2) (2005)
Wright, A., Betteridge, D., Buckby, M.: Games for Language Learning, Cambridge Handbook for Language Teachers, 3rd edn. CUP, Cambridge (2006)
McFarlane, A., Sparrowhawk, A., Heald, Y.: Report on the educational use of games. TEEM (Teachers Evaluating Educational Multimedia) (2002). www.teem.org.uk
Uberman, A.: The use of games for vocabulary presentation and revision. English Teach. Forum 36(1), 20–27 (1998)
Dögg Sigurðardóttir, S.: The Use of Games in the Language Classroom (Tesis inèdita). Universidad de Islandia, Islandia (2010)
Hadfield, J.: Intermediate Vocabulary Games. Longman, Harlow, Essex (1999)
Lewis, G., Bedson, G.: Games for Children. OUP, Oxford (1999)
Saricoban, A., Metin, E.: Songs, verse and games for teaching Grammar. Internet TESL J. 6(10) (2000). http://iteslj.org/Techniques/Saricoban-Songs.html
Tsiplakides, I., Keramida, A.: Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. Int. Educ. Stud. 2(4), 39–43 (2009)
Horwitz, E.K., Horwitz, M.B., Cope, J.A.: Foreign language classroom anxiety. Mod. Lang. J. 70(2), 125–132 (1986)
Acknowledgment
The authors express their deep gratitude to Universidad Técnica Particular de Loja for the support during the development of this research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this paper
Cite this paper
Solano, L., Ulehlova, E., Espinoza, V. (2018). Interactive Games as Educative Strategy to Motivate Students to Communicate Inside the Classroom. In: Auer, M., Guralnick, D., Simonics, I. (eds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, vol 716. Springer, Cham. https://doi.org/10.1007/978-3-319-73204-6_63
Download citation
DOI: https://doi.org/10.1007/978-3-319-73204-6_63
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-73203-9
Online ISBN: 978-3-319-73204-6
eBook Packages: EngineeringEngineering (R0)