El Uso de Juegos Educativos para el Aprendizaje de Vocabulario en inglés
DOI:
https://doi.org/10.29166/kronos.v6i2.8538Palabras clave:
aprendizaje basado en juegos, pedagogía ILE, compromiso estudiantil, educación secundaria, adquisición de vocabularioResumen
El presente estudio examina el uso y el impacto de los juegos educativos en el aprendizaje de vocabulario
del idioma inglés en estudiantes de noveno grado de ILE (Inglés como Lengua Extranjera) en un colegio público en
Ecuador. Se examinó una muestra de 60 estudiantes y 2 profesores utilizando observaciones en clase, pruebas de
vocabulario y encuestas a estudiantes dentro de un marco de métodos mixtos no experimentales. Contrariamente a la
literatura establecida que aboga por el aprendizaje basado en juegos, los hallazgos revelaron que los juegos educativos
solo se implementaron en el 25% de las clases observadas. Este subuso se asoció con una retención de vocabulario
moderada (puntuación promedio en las pruebas: 57.7%) y baja motivación. El 55% de los estudiantes informaron que
no disfrutaban aprender vocabulario. Sin embargo, donde se utilizaron juegos, hubo una mejora considerable en el
compromiso de los estudiantes (se mostró interés en el 100% de los casos). El estudio subraya la necesidad crítica
de integrar sistemáticamente estrategias interactivas en contextos de ILE dominados por métodos convencionales.
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Derechos de autor 2025 Miguel Ángel Macías Loor, Karen Leticia Intriago Macías , Dolores Monserrate Alcívar Solorzano, Letty Jacqueline Saltos Rodríguez, Roberth Israel Ponce Martínez , Mónica Lissette Loor Domo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
