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Artículo
The impact of gamified tasks on Chilean EFL students' speaking skills: An
action research study
El impacto de las tareas gamificadas en la habilidad de expresión oral de estudian-
tes chilenos de inglés como lengua extranjera: un estudio de investigación-acción
Yovana Cartes; Tania Tagle; Paulo Etchegaray
1 Facultad de Educación, Universidad Católica de Temuco, Chile.
*Autor de Correspondencia: Paulo Etchegaray, petchegaray@uct.cl
Abstract. This study examines the impact of gamified tasks on the English-speaking skills
development of fifth graders from a primary school in southern Chile. The research employed
both qualitative and quantitative methodologies, utilizing an action research design. In this
context, a teacher-researcher designed and implemented a three-month pedagogical innovation
focused on gamified English-speaking tasks, using resources such as Mentimeter, Kahoot,
Wordwall, Flippity, and ClassDojo. 12 Chilean primary school students of English as a foreign
language, who were in their fifth year of school, participated in the study. The data collection
techniques and instruments included a reflection journal by the teacher-researcher on her ped-
agogical actions during the intervention cycle, a pre and posttest of English-speaking skills,
and a semi-structured interview to gather students' perceptions. The results are based on the
teacher's reflection on the design and implementation of English pre-, while, and post-speaking
tasks, which aimed to enhance learners' L2 communicative performance by using gamified
resources. Moreover, post-intervention quantitative results revealed significant improvements
in participants' L2 oral production (p < 0.05), demonstrating an increase in vocabulary, pro-
nunciation, and interaction. Qualitatively, learners manifested positive perceptions about the
pedagogical innovation, reporting higher engagement in interviews. This study supports the
use of gamification as a tool for EFL oral proficiency development, although the sample size
limits its generalizability. Future research could explore long-term learning and intrinsic mo-
tivation.
Keywords: gamification, task-based language teaching, oral proficiency, EFL, action re-
search, primary education.
Resumen. Esta investigación tiene como objetivo examinar el impacto de las tareas
gamificadas en la habilidad de expresión oral en inglés de estudiantes de quinto año de
educación primaria en el sur de Chile. Se empleó la metodología cualitativa y cuantitativa, con
un diseño de investigación-acción. En este contexto, una profesora-investigadora diseñó e
implementó una innovación pedagógica de tres meses centrada en tareas gamificadas de
expresión oral en inglés, utilizando recursos como Mentimeter, Kahoot, Wordwall, Flippity y
ClassDojo. 12 estudiantes chilenos de inglés cursando su quinto año de educación primaria
participaron en el estudio. Las técnicas de recolección de datos fueron un diario de reflexión
de la profesora-investigadora sobre sus acciones pedagógicas durante el ciclo de intervención,
una prueba previa y posterior de expresión oral en inglés y una entrevista semiestructurada
sobre percepciones de los estudiantes. Los resultados se basan en la reflexión de la profesora
sobre el diseño e implementación de tareas de expresión oral en inglés previas, durante y
posteriores para mejorar el desempeño comunicativo en L2 de los estudiantes, usando recursos
gamificados. Adicionalmente, los resultados cuantitativos posteriores a la intervención
revelaron mejoras significativas en la producción oral en inglés de los participantes (p < 0,05),
demostrando aumento en vocabulario, pronunciación e interacción. Desde la dimensión
cualitativa, los estudiantes manifestaron percepciones positivas sobre la innovación
pedagógica y declararon, en las entrevistas, mayor compromiso. Este estudio propone la
gamificación como herramienta para el desarrollo de la expresión oral en inglés como lengua
extranjera, aunque su generalización se ve limitada por el tamaño de la muestra. Futuras
investigaciones podrían explorar aprendizajes a largo plazo y motivación intrínseca.
CITACIÓN
Cartes, Y., Tagle, T. & Etchegaray,
P. (2025). The impact of gamified
tasks on Chilean EFL students'
speaking skills: An action research
study. Revista de Inclusión Educa-
tiva y Diversidad (RIED), 3(2), 1-
18.
https://doi.org/10.5281/zenodo.170
80771
INFORMACIÓN DEL AR-
TÍCULO
Recibido: 24 de Febrero, 2025
Aceptado: 18 de Agosto, 2025
Publicado: 23 de Septiembre, 2025
DERECHOS DE AUTOR
Los autores conservan sus derechos
de autor. La Revista de Inclusión
Educativa y Diversidad (RIED) pu-
blica los trabajos bajo la licencia
Creative Commons Attribution (CC
BY-NC 4.0).
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Palabras clave: Gamificación, enseñanza de lenguas basada en tareas, expresión oral en in-
glés, ILE, investigación-acción, educación primaria.
1. Introduction
English ranks as the third most spoken language by native speakers globally; however, it
is the first with the highest number of non-native users (Ethnologue, 2025). In Chile, English
is considered a foreign language and is not used as a regular means of communication (British
Council, 2015). According to the English Proficiency Index (EPI), which draws on data from
over 2.1 million individuals worldwide who have completed an English language test, Chile
has consistently maintained a medium proficiency level since 2019 (Education First, 2025).
This fact suggests that the typical individual can comprehend song lyrics, compose
professional emails on everyday topics, and participate in meetings related to their area of
expertise.
The Chilean educational curriculum integrates English as a Foreign Language (EFL) as
a compulsory subject from the fifth year of primary education to the fourth year of secondary
education, focusing its learning objectives on developing linguistic skills of comprehension
and production, following a communicative logic of learning and teaching (Chilean Ministry
of Education, 2023). Within this framework, according to the national curriculum, students are
expected to reach the elementary or A1 level of proficiency in this language, according to the
Common European Framework of Reference for Languages (CEFR), by the end of the sixth
year of primary education, being able to hold a simple conversation in English (Chilean
Ministry of Education, 2019). Moreover, these national standards also specify that Chilean
students should reach the CEFR A2 level by the end of primary education and the B1 level by
the end of secondary education (Chilean Ministry of Education, 2016).
A study indicates that Chilean secondary education students show unsatisfactory results
in listening and reading comprehension skills in English, failing to achieve the A2 level
(Agencia de Calidad de la Educación, 2017). Consequently, if learners possess insufficient
listening and reading competencies in a foreign language, they will struggle to develop
speaking and writing skills (see, for example, Ellis, 2005). It has been reported that, at the
national level, students lack opportunities to develop or practice English speaking skills (see,
for example, Tagle et al., 2021). This limitation may be attributed to the restricted occasions
for Chilean learners to use English outside of the educational context, where the language is
not promoted as the exclusive medium of communication (British Council, 2015). To address
EFL learning challenges in the national context, the Chilean Ministry of Education (2013,
2021) suggests implementing task-based instruction across the national curriculum. From this
perspective, the task-based approach highlights meaningful tasks with specific learning
objectives, aimed at enhancing both receptive and productive language skills in contexts
focused on communication rather than merely studying language forms. These tasks offer
students opportunities to utilize the English language to convey ideas and negotiate meaning
(Long, 2015). Therefore, this teaching approach is suitable for helping EFL learners develop
their English-speaking skills, in conjunction with the rest of their communicative abilities.
Despite task-based teaching having multiple benefits for EFL, empirical research on its
implementation in Chilean classrooms is scarce. A study conducted by Abarzúa et al. (2020)
found that in-service and pre-service English teachers, as well as learners, perceive task-based
teaching as promoting a learning environment conducive to EFL. Another study by Aravena
et al. (2018) found that task-based activities are suitable for students with low English language
proficiency, as they can enhance their participation and engagement in lessons. Furthermore,
Peralta (2023) theoretically discussed the connection between task-based teaching and
formative assessment, which supports EFL students in achieving their learning objectives
while providing them with feedback. This researcher acknowledged the necessity for
additional studies on this topic.
Research about English classrooms in Chile emphasizes the importance of incorporating
motivating pedagogical practices that enhance learner participation and, consequently,
facilitate foreign language interaction (Bravo & Cisterna, 2020; Inostroza et al., 2024). In this
context, gamification can support the communicative approach goals, which frame English
teaching in the national context. Gamification is particularly suitable for foreign language
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teaching, as it creates a playful context that encourages learners' oral interactions (Herrera,
2017; Villafuerte-Holguín, 2022). Moreover, it uses technological resources that are highly
attractive to students and effective in developing language skills (Almusharraf et al., 2023;
Rueckert et al., 2020).
Despite the above, few studies have investigated the effect of gamification on English
language learning in the Chilean context. For example, quasi-experimental studies have
demonstrated that pedagogical interventions using Kahoot help Chilean English learners
develop their communicative skills and linguistic systems (Cancino & Viguera, 2024;
Cardenas-Moncada et al., 2020). These research findings also indicate that a gamified teaching
approach enhances student motivation and fosters favorable conditions for EFL. Another study
described how Chilean learners and English teachers perceived card games as a form of
gamified teaching material (Vega-Abarzúa et al., 2024). The participants claimed these
resources promote student willingness to produce in the foreign language orally, adapting to
any stage of an English lesson.
Based on the previous information provided, there is currently no research conducted in
Chile that connects the linguistic potential of task-based instruction with gamification to
enhance EFL learning. Consequently, the present study incorporated the implementation of a
pedagogical proposal that complemented these two didactic approaches to develop the
English-speaking skills of a group of Chilean students. The following general research
question is posed: What is the impact of gamified tasks on the English-speaking skills
development of fifth graders from a primary school in southern Chile?
This study also focuses on the following specific objectives:
1. To reflect on the impact of gamified tasks on the English-speaking skills development
of fifth graders from a primary school in southern Chile.
2. To evaluate the English-speaking skills development of the fifth graders from a
primary school in southern Chile before and after a pedagogical intervention based on gamified
tasks.
3. To describe the fifth graders' perceptions of using gamified tasks to develop speaking
skills in English.
Theoretical framework
Speaking skills in English
Oral proficiency entails the ability to articulate ideas, negotiate meaning, and maintain
interactional fluency, depending on individuals' communicative competence (Bygate, 2009;
Hughes & Reed, 2017). Speaking skills integrate two fundamental linguistic dimensions:
fluency and linguistic accuracy. The former relates to producing a clear message and logical
ideas, while accuracy encompasses pronunciation, as well as the correct use of grammar and
vocabulary (Bailey, 2020).
Speaking skills involve various cognitive processes, including preparation, formulation,
and conceptual articulation (Levelt, as cited in Goh & Burns, 2012). In the preparation phase,
language users select the topic they will discuss and organize their ideas, activating their prior
knowledge both before and while speaking. Consequently, during formulation, speakers
transform their planned ideas into a spoken text, deciding on the grammar and vocabulary
items they will use. The third cognitive process is articulation, which involves expressing a
message aloud. Goh and Burns (2012) argue that speakers can achieve this by activating and
controlling specific muscles, such as those in their vocal tract, larynx, and lungs, which are
part of their articulatory system. These authors also state that articulation is related to
pronunciation and accent.
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Communicative approach to language learning and teaching
The communicative approach, also known as communicative language teaching, involves
instructional practices that perceive language as a system based on meaning to facilitate
communication (Celce-Murcia, 2014). This vision arises in response to traditional approaches
or methods that prioritize repetition and memorization. This approach establishes that
individuals learn a language by using it in daily activities for different purposes (Bilsborough,
2020). As a result, communicative practices encourage learners to adjust their language use to
fit the context and audience, becoming proficient in producing various types of texts and
maintaining effective communication through diverse strategies.
Within the communicative approach, learners play a participatory and active role in
developing communicative language skills and work collaboratively with their peers (Richards
& Rodgers, 2014). Likewise, teachers assume the role of language learning monitors and
facilitators, so they must create opportunities for students to use the foreign language.
Task-based language teaching
Task-based language teaching (also known as the task-based approach, task-based
learning, or task-based instruction) is framed within the communicative approach and
emphasizes the task as the center of language teaching and learning (East, 2021; Hismanoglu
& Hismanoglu, 2011; Long, 2015). This approach has three specific components: goals,
procedures, and meaningful content-oriented activities, rather than focusing exclusively on
linguistic structures.
In task-based language teaching, the task corresponds to a communicative activity
through which individuals exchange meanings, complementing comprehension and
production. Nunan (2015) defines communicative tasks as activities that can stand alone and
require comprehending, producing, manipulating, or engaging in authentic interaction with
language, with a focus on meaning rather than form.
Willis and Willis (2007) suggest three fundamental stages for task development:
Pre-task: The teacher demonstrates or models the expected task performance for students.
Learners explore the topic of the task, as well as useful words and phrases.
Task cycle: Students perform tasks in pairs or groups under the supervision of the teacher.
Additionally, while learners perform the task in front of the class, the teacher provides either
oral or written feedback.
Language focus stage: After performing the task, learners and teacher(s) analyze the
aspects of the language that facilitated or complicated the tasks they carried out.
In the context of developing oral production, the phases proposed by Willis and Willis
(2007) align with pre-speaking, speaking, and post-speaking tasks or activities.
Teachers construct daily communicative scenarios using the task-based approach, where
students engage in meaningful tasks that encourage speaking in a foreign language (Ellis et al.,
2020). Moreover, this approach benefits speaking skill development by establishing natural
language learning in the classroom, promoting interaction among students, and enhancing
communicative fluency (Bailey, 2020).
Gamification
In education, gamification refers to the use of game designs and techniques in non-game
contexts to develop skills (Burke, 2012; Muntané, 2017). Gamification enhances teaching and
learning by providing experiences that diverge from traditional methods, as it fosters a learner-
centered environment through the incorporation of multiple levels of game design (Figueroa,
2015; Franco, 2022). This practice generates positive changes in students' attitudes and
increases their willingness to learn a language (Herrera, 2017).
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Unlike game-based learning, gamification integrates game elements (such as scoring and
leaderboards) into non-game contexts to enhance motivation (Deterding et al., 2011).
Additionally, gamification begins with didactic content, evolving into an activity infused with
game elements (Foncubierta & Rodríguez, 2014). Games have been proposed to reinforce
formal aspects of language teaching, obviating communicative processes without achieving
the expected natural interaction (Herrera, 2017). This problem is alleviated by gamification,
as all the elements selected to gamify a task enable and motivate communication (Batlle &
González, 2023; Shroff et al., 2020).
Werbach and Hunter (2012, 2015) categorize gamification elements into three types:
dynamics, mechanics, and components. The referenced authors clarify that dynamics
encompass the overall aspects of the gamified system that need to be considered and
controlled, but are not directly displayed in the tasks. Emotions, relationships, constraints,
narrative, and progress are all part of dynamics. Mechanics are the game processes that enable
the execution of actions that generate participant engagement, including challenges,
competition, cooperation, feedback, reward, and turns. Finally, the components correspond to
the realization of the dynamics and mechanics, including the resources available and the tools
used to design a gamified task. These are associated with achievements, avatars, levels,
scoring, teams, and timelines.
2. Research methodology
On the one hand, this study employed a qualitative research methodology, which relies
on textual data as empirical material, drawing on participants' subjective knowledge and
perspectives. On the other hand, the study used quantitative research, whose data derive from
measurements, represented by numbers, and analyzed with statistical methods.
This study also used an action research design. In education, these studies pertain to
reflective practice and involve entrusting teachers with the responsibility of being researchers.
This function requires a systematic, critical, and self-reflective approach to examining teaching
environments and addressing issues (Burns, 2010). In this study, the lead author assumed the
role of teacher-researcher in her teaching context, designing and implementing an educational
innovation intervention that complemented the task-based approach and gamification.
The innovation was considered to have a three-month implementation period, consisting
of 12 one-hour classes. The organization of the gamified tasks was based on the stages of the
task-based approach: pre-speaking tasks, speaking tasks (while-stage), and post-speaking tasks
(Willis & Willis, 2007). The teacher-researcher selected the topics and contents in accordance
with the national curriculum for the English subject in the fifth year of primary education
(Chilean Ministry of Education, 2013).
To gamify the tasks, the lead researcher selected different educational platforms
appropriate for language teaching and the development of speaking skills. Regarding the
design of the gamified tasks, the teacher considered the students' age range, interests, and
needs.
Figure 1 summarizes the action research cycle that guided the innovation design and
implementation process based on a model proposed by Latorre (2005).
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Figure 1
Action research cycle utilized in the study
Participants
A convenience sample of 12 fifth-grade EFL learners (seven girls and five boys, ages 10-
11) from a public school in southern Chile participated. The lead researcher selected this type
of sampling due to subject availability. As the participants were minors, this research only
considered those who voluntarily agreed to participate and had obtained the consent of their
legal guardians. Convenience sampling was appropriate for this action research design, as it
aims at achieving contextual understanding rather than generalizing results (Efron & Ravid,
2019). Additionally, the lead researcher of this paper, who was the English teacher of the group
mentioned above, also participated in this study.
Data collection techniques and instruments
Data was triangulated through three sources: (1) teacher journals, (2) pre-/post-speaking
tests, and (3) semi-structured interviews.
First, the teacher-researcher used a reflection journal to record impressions about her
practice and the students' oral interactions. This action enabled her to reflect and make
informed decisions about the plan's implementation. Journals are pedagogical tools that
encourage reflection, inquiry, and self-analysis among teachers to enhance their pedagogical
practices (Farrell, 2015). The questions that guided the reflection journal were validated
through expert judgment.
Secondly, a speaking test based on an international English evaluation, considering the
Pre-A1 level, was administered before and after the pedagogical intervention. This task
involved an oral interaction between the researcher and a student, who had to answer questions
about personal information such as age, family, school, and friends. To assess the students'
progress in speaking, the researcher used a rubric associated with the Pre-A1 level of the
English language (Cambridge English, 2024). The instrument considered vocabulary,
pronunciation, and interaction criteria and contemplated a band with six performance levels
ranging from 0 to 5. Level 0 indicates an unsatisfactory performance or the absence of it, and
five is the optimal level. This level corresponds to A1 on the CEFR, which is aligned with the
Chilean primary school curriculum's end-of-sixth-grade benchmark (Chilean Ministry of
Education, 2019). At this level, the individual demonstrates appropriate vocabulary,
intelligible pronunciation, and the ability to engage in simple interactions.
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Third, a semi-structured interview was conducted to describe the students' perceptions of
gamified tasks for English-speaking development. This type of interview offers a high degree
of flexibility, as it allows the researcher to tailor the questions to the interviewees (Efron &
Ravid, 2019). As the interview script was created for this study, it underwent validation
through expert judgment.
Procedure
Initially, the authors considered the ethical aspects of the research. Therefore, they
requested formal authorization from the principal of the educational institution and the legal
guardians of the students, as they were minors. The learners also signed a letter of assent to
confirm their voluntary participation. The parties involved entered into a confidentiality
agreement regarding the dissemination of findings.
Subsequently, the teacher-researcher applied an English-speaking pretest at the Pre-A1
level. The evaluation of this task considered the rubric criteria associated with the test, which
dealt with vocabulary, pronunciation, and interaction. Two English teachers evaluated the
students' performance.
During the implementation of the pedagogical intervention, the teacher-researcher
organized the gamified tasks according to the stages of the task-based approach. Additionally,
she recorded and transcribed each student's oral interventions, then carefully observed them.
Subsequently, she recorded her impressions in a journal of reflection. Furthermore, while
implementing the pedagogical proposal, the teacher-researcher conducted a semi-structured
interview with the students to gather their perceptions. She utilized this data collection
technique in Spanish, the EFL learners' native language, to enable them to express their
viewpoints more fluently and effectively. The teacher-researcher recorded the participants'
responses for later transcription into written text. The researchers then translated this data into
English for publication purposes.
At the end of the implementation, the teacher applied a posttest to evaluate the influence
of the gamified tasks on the participants' English-speaking performance. The teacher-
researcher used a format equivalent to that of the pretest. Two English teachers again evaluated
the students' performance, considering the criteria of the Pre-A1 level rubric.
The pre and posttest data were analyzed using descriptive statistics. This practice enabled
the description and analysis of a data group without making inferences using numerical
techniques. Initially, a descriptive statistical analysis of frequency and percentage distributions
examined participants' performance in vocabulary, pronunciation, and interaction during
pretest and posttest stages. These results offered a categorical overview of learner progress
according to the six performance levels defined by the Pre-A1 rubric.
The descriptive statistical analysis also calculated the minimum, maximum, mean, and
standard deviation for each criterion at pretest and posttest stages. Moreover, to compare
participants' pretest and posttest scores for the speaking skill criteria and to assess statistical
significance, the Wilcoxon signed-rank test was used. This non-parametric test was selected
due to the small sample size (n = 12) and ordinal-level data. All quantitative analyses were
conducted using IBM SPSS to ensure an accurate computation of numerical results.
In contrast, utilizing ATLAS.ti, the qualitative content analysis was used to process the
reflection journal entries and the semi-structured interview transcripts. This technique
systematically studies text or transcripts to interpret discourse through pre-analysis and
analysis (coding, categorizing, and inferring) regarding meaning relationships.
To ensure confidentiality, the researchers used pseudonyms to anonymize the
participants' identities in all transcriptions and data records. Only the research team had access
to this information. Furthermore, no identifiable data was shared with the school or guardians,
and all reports utilized aggregated or coded information.
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3. Research findings
Reflection on the impact of gamified tasks on the English-speaking skills
development of fifth graders from a primary school in southern Chile.
Figure 2
Conceptual network on the teacher-researcher's reflection
As illustrated in Figure 2, the teacher's reflection first focused on the pre-speaking tasks,
which included topic exploration. The teacher-researcher implemented these activities using
the interactive platform Mentimeter, which facilitates the conduct of online surveys and
questions. In her records, the teacher mentioned: 'To activate knowledge about the topic, the
students created a word cloud in Mentimeter. This activity allowed them to recall words and
phrases they knew related to food'. In another journal entry, she stated: 'Students took a short
survey on Mentimeter about the topic to activate vocabulary knowledge and visualize their
responses on the screen'.
Pre-speaking tasks also incorporated the identification of words and phrases, where
students performed gamified tasks using Kahoot and Wordwall. In her journal entries, the
teacher mentioned that she considered the learners' age and interests in selecting both tools: 'I
used Kahoot to review key lexis because its quizzes are visually appealing to students. They
had images, and the sound made the activity look like a quiz show'. In addition to meeting the
students' needs, the teacher utilized the Wordwall interactive platform, whose design features
quickly captured the learners' attention. She explained this viewpoint: 'I implemented the
identification of words and phrases using Wordwall. Various activities allowed me to cover
different visual, kinesthetic, and auditory learning styles. The idea was that everyone could
assimilate the new vocabulary'.
The teacher-researcher's reflection also centered on speaking tasks, where participants
used the English language to communicate ideas and interact. These tasks involved a previous
instance of student organization. In this case, the teacher attempted to generate individual and
group interactions through random participation. To achieve this purpose, she utilized
Flippity, a classroom management platform that enabled her to quickly and visually select
participants and group them randomly. In her reflective journal, the teacher noted: 'I organized
the students randomly through Flippity for the oral assignment. This action allowed for quick
visualization of the pairs and optimized the lesson's time'.
The goal of the speaking tasks was to achieve communicative interaction among the
participants. For this purpose, the teacher incorporated tasks on different types of discourse
into her lesson plans, along with appropriate strategies to guide speaking development. She
selected these tasks based on the students' interests and context, as evidenced in the following
teacher's record: 'To achieve interaction, I chose a role-playing game because the students liked
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to play a character. In addition, the theme was very familiar and relevant to the current
situation, ordering take-out food'.
The researcher's reflection also focused on post-speaking tasks, a stage in which students
were encouraged by assigning them scores for their performance, and what they had done
during the lesson was revisited. The teacher recorded the score accumulation of each
participant in ClassDojo, a classroom management platform that allowed assigning scores to
each student's avatar. Scores were assigned based on criteria including vocabulary,
pronunciation, participation, and group interactions. In this regard, the teacher mentioned using
this gamification platform because it allowed her to reinforce the learners' progress positively:
'I had assigned scores to each avatar. This created much expectation among the learners. I
always highlighted their progress, and they all received scores. This action was crucial in
maintaining their enthusiasm and desire to continue speaking'.
Then, the publication of scores took place on a leaderboard. This digital resource enabled
sorting the previously accumulated scores in ClassDojo. A leaderboard organizes scores in
ascending order, so each student is assigned a place in the ranking. The teacher explained:
'Students visualized their progress numerically by observing their position in the ranking.
Some even mentioned the actions they would take in the next lesson to advance to the top'.
Post-speaking tasks were also associated with language review. In this instance, the
teacher revisited the lesson content and activities to help students reinforce their learning. This
stage involved using question boards, a resource that the teacher selected for being a playful
tool, which allowed students to revisit the lesson's linguistic content through a set of questions
inserted into a digital board. In this context, the teacher justified her decision: 'I chose to end
the lesson with a question board because it allowed us to return to the reviewed vocabulary,
grammar, and pronunciation. This resource captured the students' attention and kept them
engaged until the end'.
Evaluation of the English-speaking skills development of fifth graders from a
primary school in southern Chile before and after a pedagogical intervention based
on gamified tasks
Table 1 presents the results of the pre and posttest considering the participants' English-
speaking performance in terms of vocabulary, pronunciation, and interaction criteria. The
above is expressed in frequency and percentage distributions according to the six performance
levels of the Pre-A1 rubric, which range from Level 0, indicating poor performance or the
absence of it, to Level 5, representing the optimal level.
Table 1.
Pre and posttest results of the participants' English-speaking performance
Criteria
Instrument
Level 0
Level 3
Level 5
Vocabulary
Pretest
N
4
0
0
%
33.3%
0%
0%
Posttest
N
0
2
0
%
0%
16.7%
0%
Pronunciation
Pretest
N
4
0
0
%
33.3%
0%
0%
Posttest
N
0
4
0
%
0%
33.3%
0%
Interaction
Pretest
N
4
0
0
%
33.3%
0%
0%
Posttest
N
0
4
0
%
0%
33.3%
0%
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The vocabulary criterion refers to the appropriate use of lexical content when expressing
oneself orally. Regarding the pretest results for this dimension, the results concentrated among
Levels 0 (33.3%), 1 (33.3%), and 2 (33.3%). In terms of the posttest, there were no students
positioned in Level 0, and 25% of the subjects achieved Level 1, indicating that they used
lexical items in a limited way when performing some tasks, making basic mistakes, or
experiencing problems with communication. The performance with the highest frequency in
the posttest was Level 2, achieved by 33.3% of the learners, indicating that the students
exhibited characteristics of both Levels 1 and 3 when using vocabulary. While 16.7% of the
participants achieved Level 3, indicating that students used vocabulary to perform most of the
requested tasks and attempted to produce some simple expressions, they still made mistakes
that hindered the meaning of their messages. Twenty-five percent of the students achieved
Level 4, demonstrating that they exhibited traits associated with both Level 3 and Level 5
descriptors.
The pronunciation criterion refers to the quality of the sounds the students produce. As
for the pretest, 33.3% of the learners were positioned in Level 0. Additionally, 66.7% showed
a performance framed in Level 2, indicating that the evaluated subjects mostly attempted to
produce the sounds of the English language when expressing themselves, sometimes
intelligibly. Students were not positioned in Levels 1, 3, 4, and 5.
Considering the results of the posttest regarding the pronunciation criterion, the scores
fluctuated between levels 1, 2, 3, and 4, reflecting an improvement, as no students had a
performance level of 0. The largest number of participants was positioned in Level 3 (33.3%)
and Level 4 (33.3%), indicating that the learners' pronunciation was sometimes intelligible,
but they had limited control over word accentuation.
Responding appropriately and promptly to oral instructions and questions is what counts
when it comes to the interaction criterion. Regarding the pretest results, 33.3% of the students
were positioned at Level 0. Additionally, 33.3% achieved Level 1, indicating that the test
takers struggled to maintain interaction, as they frequently required support from the evaluator
and often failed to respond to instructions, questions, or visual cues. On the other hand, 33.3%
of those evaluated were positioned at Level 2, meaning these students showed traits associated
with Level 1 and Level 3 descriptors.
Regarding the posttest results, considering interaction, there were no students at Level 0.
Sixteen and seven-tenths percent (16.7%) of the subjects performed at Level 1, and another
16.7% at Level 2. In addition, the posttest results showed that 33.3% of those evaluated were
positioned at Level 3, indicating that these learners could respond to instructions, questions,
and visual cues; however, they tended to hesitate when responding, which delayed their
answers. On the other hand, 33.3% achieved Level 4, exhibiting that their performance shared
traits associated with both Level 3 and Level 5 descriptors. Within this framework, most study
subjects demonstrated Levels 3 and 4 of interaction, which reflected a performance
improvement compared to the pretest.
Table 2 exhibits the descriptive statistics and Wilcoxon signed-rank test results for the
speaking skill criteria, vocabulary, pronunciation, and interaction, evaluated before and after
the implementation of gamified tasks. These analyses compared the participants' pretest and
posttest scores. Reported values include the minimum (Min), maximum (Max), mean (M), and
standard deviation (SD) for each criterion, along with the significance levels obtained from
the non-parametric test (Sig.).
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Table 2.
Descriptive statistics and Wilcoxon test results for the participants' English-speaking
performance
Criteria
Instrument
N
Min
Max
M
SD
Sig.
Vocabulary
Pretest
12
0
2
1
0.85
0.002
Posttest
12
1
4
2.41
1.16
Pronunciation
Pretest
12
0
2
1.33
0.98
0.002
Posttest
12
1
4
2.83
1.11
Interaction
Pretest
12
0
2
1
0.85
0.001
Posttest
12
1
4
2.83
1.11
The descriptive analysis showed that the participants notably improved their vocabulary
use in English oral production from the pretest (M = 1.00, SD = 0.85) to the posttest (M = 2.41,
SD = 1.16). There was also an increase in the minimum score, which went from 0 to 1, and the
maximum score climbed from 2 to 4. This fact confirms that all learners made progress, with
some even reaching the highest score possible. The results from the Wilcoxon signed-rank test
supported this advancement, suggesting that the gamified tasks had a positive impact on
students' vocabulary growth in oral production, as the change was statistically significant (p =
0.002).
The descriptive analysis also revealed a considerable improvement in the participants'
pronunciation in English oral production. Pretest scores averaged 1.33 (SD = 0.98) with a
range of 0–2, whereas posttest scores averaged 2.83 (SD = 1.11) within a broader range of 1–
4. This change demonstrates that most participants enhanced their capacity to pronounce in
English while speaking after the intervention. The Wilcoxon test indicated a significant
difference between pretest and posttest (p = 0.002), suggesting that using gamified tasks was
beneficial for these EFL learners to boost their pronunciation while speaking in English.
Participants' interaction while speaking in English was one of the most substantial gains.
Pretest scores averaged 1.00 (SD = 0.85), ranging from 0 to 2, while posttest scores increased
to an average of 2.83 (SD = 1.11), with scores ranging from 1 to 4. The statistical analysis
confirmed that this improvement was significant (p = 0.001), highlighting that the gamified
tasks were beneficial for learners to participate more actively in discussions and
communicative exchanges while speaking in English.
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Fifth-year students' perceptions of using gamified tasks to develop speaking skills
in English
Figure 3
Conceptual network on fifth graders' perceptions of using gamified tasks to develop speaking skills in English
Primary school students expressed positive perceptions about the pedagogical innovation
implemented by the teacher-researcher (see Figure 3). Those, in the first place, focused on the
pre-speaking tasks. They valued the activation of prior knowledge using Mentimeter, which
enabled them to inquire about their experiences and knowledge related to the lessons' topics.
One of the interviewees mentioned: 'I liked the activities where we made word clouds and
answered surveys. They reminded me of what I learned. I always managed to write something
down so that it would appear on the screen'. In addition, interviewees found it positive that the
Mentimeter resource allowed them to observe on screen the words their peers knew about the
topics, as evidenced in the following excerpt: 'I found the starter tasks fun because all the peers
logged in and wrote their answers; we saw them all on the screen. Some knew more words
than I did'.
The positive perceptions students expressed about the pre-speaking tasks also included
identifying keywords. They stated that the digital tools they used facilitated vocabulary
learning. One of these resources was Kahoot, about which one participant commented: 'Kahoot
was my favorite aid because I was able to learn a lot of words. I used them when the teacher
asked questions. It was also possible to see the mistakes we made immediately'.
Based on the previous point, the informants also alluded to the appropriate use of the
Wordwall tool, considering the identification of keywords. They stated this resource was
playful due to its sound effects and different practice activities. One interviewee mentioned:
'In Wordwall, I always answered correctly. What I liked most was that we practiced the same
vocabulary with different activities. In some, we listened; in others, we saw images. There was
a roulette wheel'.
Students also reported positive perceptions of the speaking tasks. These were mainly
associated with random participation using the Flippity tool. This resource encouraged
learners to participate individually or in groups, a process they valued due to the opportunity
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for group interaction. This allowed them to express themselves orally in an orderly manner,
avoiding the constant participation of more extroverted peers. The following comment
evidenced these perceptions: 'I liked Flippity because this webpage organized us very well to
participate. The best thing was that we all had a chance to talk. In other lessons, you don't get
to do that because the same people always speak'. Other students considered it positive that
this tool selected the learner with whom they had to perform the oral task, which is reflected
in the following interview segment: 'I like to be assigned to work with other students. One can
learn with them. Sometimes, one can even teach them. When I choose, I always work with the
same person. I don't like that very much anymore'.
The EFL students' positive perceptions of the pedagogical intervention also focused on
the post-speaking tasks. These participants referred to the accumulation of scores through the
ClassDojo digital resource, which facilitated their positive predisposition toward learning. For
the students, the platform's scoring system was attractive because it allowed them to use an
avatar, and, in addition, it tracked their progress from class to class. One interviewee
mentioned: 'Having an avatar was great. You could even personalize it. The scores also
increased in each class. We always wanted to get more points, but we had to participate and
speak English. That was the most important rule ever'. Another informant shared a similar
perspective: 'I always wanted to speak and use the vocabulary we practiced at the beginning
of the lesson. I tried hard to give scores to my avatar. I knew I had to use the words and
pronounce them well'.
Additionally, in the context of the post-speaking tasks, participants expressed positive
perceptions about the language review they conducted using question boards. They explained
that seeing their progress on the leaderboard helped them to be aware of what they had learned.
The informants also commented on how the resource helped them revise, through questions,
the linguistic content used: 'You had to show that you had been attentive during the whole
lesson. If I answered a question, I was happy because it meant that I had learned'. The
interviewees also valued this practice because it helped them to recognize their strengths and
weaknesses. In this regard, one informant explained: 'I understood the question on the board,
but I could not put the whole sentence together. The teacher explained it to me again, and I
could do it. I always had trouble composing sentences, but I improved at it'.
4. Discussion
While implementing pedagogical innovation, the teacher followed the action research
cycle proposed by Latorre (2005), which included planning, acting, observing, and reflecting.
The lead author completed the cycle's final stage through a journal of reflection, which enabled
her to record her observations regarding the first three cycles. Journaling is a pedagogical tool
that promotes teachers' reflection and self-analysis, leading to the improvement of their
practices (Farrell, 2015). Reflection enables educators to reexamine and question their
performance, gaining new knowledge about teaching, learners, and themselves as
professionals. This action is based on Schön's (1983, 1987) reflection-on-action model, which
occurs after a pedagogical performance has been implemented. It differs from reflection-in-
action, which happens during the teaching moment.
Regarding the pedagogical intervention, the teacher relied on the stages of the task-based
approach proposed by Willis and Willis (2007). Therefore, she considered pre-speaking,
speaking, and post-speaking tasks. The professional made this decision since it has been
established that combining gamification with a strategy specific to English language teaching
enhances students' linguistic progress (Daliranfirouz et al., 2024). The gamified tasks in each
stage focused on using language to achieve authentic and meaningful interactions among
participants. The study participants also stated positive perceptions of the pedagogical
innovation. Research on language learners' perceptions indicates that incorporating
gamification into tasks through suitable tools can enhance student engagement and interest in
academic processes (Ebadi et al., 2021; Philpott & Son, 2022). These aspects are vital
components of individuals' affective dimension that support EFL learning.
Firstly, the teacher-researcher designed and implemented pre-speaking tasks for students
to activate prior knowledge based on lesson topics and identify key vocabulary. The teacher
utilized interactive platforms, including Mentimeter, Kahoot, and Wordwall, to gamify these
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tasks. Within this framework, the learners also expressed positive perceptions of this type of
task, reporting higher engagement in interviews. Some studies suggest that using gamified
resources enhances learners' lexical knowledge in English because they incorporate an
entertaining component, thereby increasing their motivation (Quezada et al., 2021;
Weissheimer et al., 2019).
Secondly, the teacher designed and implemented while-speaking tasks that she organized
through the classroom management platform Flippity. This was not part of the proposal by
Willis and Willis (2007); however, according to the characteristics of the students, particularly
their age range, incorporating a random selector allowed for gamifying the task and,
consequently, activating the learners' oral interventions. The participants positively valued this
intervention phase, which enabled group interaction, allowing them to socialize with
classmates from different backgrounds. Interaction among learners is a key component of EFL
learning, as it encourages them to negotiate meanings by using the language through demands
for clarification, confirmation, and repetition (Bailey, 2020). To achieve it, students must listen
to their peers and know how to take turns or allow others to do so, using linguistic elements.
As part of the post-speaking tasks, the teacher-researcher implemented a score-
accumulation system using the ClassDojo classroom management platform, posted scores
through a leaderboard, and conducted a language review through a question board. Although
the first two instances are not part of what Willis and Willis (2007) stipulated for this stage,
the practitioner incorporated gamification components, hoping they would have a positive
impact on her students' oral performance. Learners become more involved in completing a task
by incorporating elements such as scoring, avatars, and levels (Dos Santos & Vélez Ruiz,
2021). From this perspective, the resource increases their willingness and engagement, keeping
students in a state of permanent activity.
Additionally, students reported positive perceptions of the post-speaking tasks,
highlighting that they promoted a positive attitude towards learning these skills. A study on
using ClassDojo in teaching speaking states that the scoring system provided by this platform
engages students in speaking activities, improving their disposition (Maimunah, 2019).
Although this practice is behaviorist, a study by Larrenua (2015) points out that, due to the
developmental stage of primary education students, it is natural for extrinsic motivation to
prevail in them. However, this specialist notes that activities can be initiated to target extrinsic
motivation, which can subsequently trigger intrinsic motivation.
Regarding the students' speaking evaluation, quantitative analysis showed an increase in
speaking test scores after the pedagogical innovation, particularly in vocabulary and fluency.
Considering the vocabulary criterion, it is possible to establish that reviewing words and
phrases through gamified tasks using interactive platforms, such as Kahoot and Wordwall,
enabled learners' progress in this linguistic dimension. These results are consistent with a study
by Palate (2021), which suggests that intentional vocabulary learning strategies using
technological resources foster improved oral interactions in a foreign language.
Students' performances in the pronunciation criterion also progressed. The above can be
attributed to the fact that, during the implementation of gamified tasks, the teacher reinforced
the learning of those sounds that were more difficult for the students to articulate. Alfulaih
(2018) mentions that gamification platforms create a playful environment that motivates
students' oral interventions. This view is related to a study conducted by Yürük (2020), which
shows that, after performing tasks in Kahoot, learners improve their weaknesses in
pronunciation, which stem from the articulation of sounds in their native language.
Regarding the interaction results, the students' performance showed an increase in the
posttest, which was the best-achieved criterion of the Pre-A1 level rubric. There is research
that evidences equivalent findings (see, for example, Jiménez & Gómez, 2019). Likewise, the
study by Kaur and Naderajan (2019), which utilized Kahoot to enhance oral interaction in
English, states that this gamification platform fosters the creation of a pleasant learning
environment where learners feel a voluntary desire to use the language. This finding is
particularly relevant in light of specific elements emphasized by the Chilean curriculum for
the English subject, such as the interactive nature of the foreign language and the design of
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diverse communicative situations to develop speaking skills (Chilean Ministry of Education,
2013).
5. Conclusion
The present study demonstrates that the design and implementation of a pedagogical
innovation based on gamification tasks is favorable for enhancing the development of speaking
skills in English. This is evidenced by the pedagogical reflection findings and the participants'
results in terms of their linguistic performances and perceptions.
Conducting action research studies, where teachers assume the role of researchers, can
be a beneficial tool for improving the levels of receptive and productive skills in English
among students from contexts where this language is not their native language.
Simultaneously, pre- and in-service teachers can enhance their professional development
through systematic reflection on their pedagogical actions and decisions.
As action research concentrates on educators' teaching realities, this study involved only
12 fifth graders from a single primary school in southern Chile. From a quantitative research
perspective, this sample limits the statistical power of the results and their generalizability.
Therefore, future studies should prioritize students' EFL learning over teachers' reflection,
including a more representative sample that incorporates individuals from diverse backgrounds
or with varying characteristics. Additionally, future research could examine long-term
language retention and intrinsic motivation.
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