A Didactic Proposal for an EFL Course Based on Game-Based Learning
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
comunitat-uji-handle4:
TFG-TFMEste recurso está restringido
Metadatos
Título
A Didactic Proposal for an EFL Course Based on Game-Based LearningAutoría
Tutor/Supervisor; Universidad.Departamento
Silvestre-López, Antonio-José; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2020-07-10Editor
Universitat Jaume IResumen
During my Master’s internship, completed in a secondary education center, I was able to
observe how English as a Foreign Language (henceforth EFL) students behaved inside their
classroom. I could perceive an apparent ... [+]
During my Master’s internship, completed in a secondary education center, I was able to
observe how English as a Foreign Language (henceforth EFL) students behaved inside their
classroom. I could perceive an apparent lack of motivation towards the study of the English
language. Most of the students whom I was able to observe appeared to be primarily focused
on the obtainment of good grades, rather than on benefiting from the process of learning. This
phenomenon can be connected to one of the most recognized dichotomies of the construct of
motivation, postulated by Ryan and Deci (1985), namely intrinsic and extrinsic motivation.
The former is conceived of as a state in which an individual engages in an action as a
response to emotions such as curiosity or amusement. The latter refers to a state in which the
person focuses on the attainment of a practical and external reward. In education, and
specifically in language learning, being a motivated student and being committed to the
process of learning implies that the intellectual efforts to be made throughout the course have
a greater chance of resulting in academic excellence (Inglés et. al., 2009; Steinmayr &
Spinath, 2009). Several studies (Carver, Howard & Lane, 1999; Carnevale, 2005; López,
2015; Wang & Lieberoth, 2016) have connected the use of games to an enhancement of the
students’ levels of motivation. For that reason, Game-Based Learning (henceforth GBL) is
the basis of the didactic EFL proposal presented in this paper. The main objective of this
paper is to design and present a pedagogical proposal, based on GBL, intended to foster
students’ level of intrinsic motivation towards the study of English. Originally, the proposal
was meant to be part of an action research study; nevertheless, and due to the sanitary
emergency caused by COVID-19, the action research experiment could not be implemented.
Consequently, this dissertation presents the pedagogical proposal mentioned above, and is
thus framed within the sixth modality, according to the Final Master’s Dissertations
regulation. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | intrinsic motivation | English as a foreign language | game-based learning | motivation
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2019/2020
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess