Model d’activitat 7

Resultats

Nom i cognoms estudiant: Clàudia Luna Grau

Selecciona (X) un dels tres models de la línia:

La implementació d'una nova metodologia a l'aula per millorar els aprenentatges i els resultats acadèmics dels
estudiants.
La creació i implementació de nous materials o recursos per millorar els aprenentatges i els resultats
acadèmics dels estudiants.
La implementació de nous recursos o sistemes d'avaluació dels estudiants que els permetin millorar els
aprenentatges i resultats.

Resultats
A partir de l’anàlisi de dades redacció dels resultats obtinguts. (entre 3,5 i 6 pàgines, incloent les taules i gràfics
essencials) )

The primary objective of this study was to investigate the effects of implementing gamification and a reward
system in the 4th of ESO English classroom on intrinsic motivation and Student engagement in learning the
English language. Data were collected using various instruments and analyzed to determine the impact of these
interventions on student attitudes, perceptions, and academic performance.

Instruments Used for Data Collection:

The instruments utilized for data collection included surveys, records of participation in gamified activities, exit
tickets, class observations and test results. These instruments provided a multi-faceted approach to assessing the
impact of gamification on student engagement and academic performance in English.

Formats of Data Collection:

Data were primarily recorded in digital formats such as spreadsheets, ensuring easy organization and analysis.
Surveys, exit tickets, participation records, and exam results were documented digitally to facilitate efficient fata
management and analysis.

Conversion of Data into Text Format:

To prepare the collected data for analysis, survey responses, exit tickets, participation records, and exam results
were transcribed into text documents. This conversion allowed for qualitative and quantitative data to be
effectively analyzed using thematic coding approaches and statistical analysis methods.

Thematic Coding Approach for Data Analysis:

Qualitative data obtained from surveys, exit tickets, and observations were analyzed using a thematic coding
approach. This method involved identifying recurring patterns and themes in the data and assigning codes to
these themes to facilitate analysis and interpretation. Additionally, quantitative analysis techniques were
employed to analyze exam results and assess the impact of gamification on academic performance.

Results:

1. Initial Survey

The initial survey conducted aimed to search into the thoughts, feelings and experiences of students regarding
their English language learning journey. Through a series of questions spanning various aspects of language
acquisition, the survey sought to uncover insights that could inform educators’ approaches to teaching English
effectively. (See Annex 1)

The analysis of data on the survey revealed several key findings:

Demographic insights:

The survey revealed a quite homogeneous student group, with respondents belonging to the same academic
year, aged between 14 and 16, and 9 male and 11 female. The group includes one student with special
educational needs (SEN) following an individualized plan (IP). This diversity underscores the importance of
adopting flexible and inclusive teaching strategies that cater to the varied backgrounds and needs of students.

Self-perception and motivation:

A notable finding from the survey was the range of confidence levels and motivations among students regarding
their English language skills. While some students expressed high levels of confidence and motivation, others
indicated varying degrees of uncertainty and disinterest. This highlights the need for educators to employ
motivational strategies and build students’ confidence to foster a positive learning environment.

Reasons for learning English:

The primary reasons cited by students for learning English included communication with people from other
countries, academic requirements, and personal interest. This reflects the multifaceted nature of language
learning, which encompasses both practical and intrinsic motivations. That provided motivation to design
engaging and relevant learning experiences that resonate with students’ interests and goals.

Self-esteem:

Students’ emotional responses to successful language use and struggles were insightful. While feelings of pride
and confidence were prevalent upon successful communication, challenges in language acquisition elicited a
range of emotions, including frustration and motivation to improve. Recognizing and addressing these emotional
aspects of language learning was crucial for creating a supportive learning environment where students feel
empowered to overcome obstacles.

Preferred classroom methodologies:

The survey revealed a preference among students for interactive and communicative approaches to learning
English. Activities such as group discussions and role-playing were particularly favored, highlighting the
importance of active engagement and real-life application in language learning. The gamified approach was also
elected by a high number of students.

Strengths and weaknesses:

Students identified a range of strengths and weaknesses in their language proficiency, with speaking and
grammar emerging as notable strengths; while vocabulary and reading posed significant challenges.
Understanding this areas of strength and weakness was essential for me as educator to tailor instructional
strategies and provide targeted support where needed, ultimately facilitating for effective language learning
outcomes.
In conclusion, the survey results offer valuable insights into the complex landscape of English language learning
among students. By understanding students’ motivations, preferences, and areas of difficulty, the role of the
educator can design more personalized and effective teaching approaches in the study that cater to the diverse
needs of learners. Moving forward, incorporating these insights into instructional planning can lead to a more
engaging, supportive, and ultimately successful language learning for students.

2. Exit ticket

Following the implementation of games in the ESL classroom, the analysis of the exit tickets responses has been
conducted to gauge student feedback and assess the effectiveness of these interactive activities (See Annex2).
This analysis aims to provide insights into the impact of games on student learning experiences, their perceived
effectiveness in reinforcing understanding compared to traditional exercises, and the level of interest in
incorporating more games into future lessons.

Enjoyable aspect of games:

The majority of students expressed that they thoroughly enjoyed the use of games during their lessons. Many
cited the interactive nature of the games as the most enjoyable aspect. Students found it engaging to actively
participate in the learning process rather than passively listening to lectures or completing activities in their
books. The competitive elements of some games also added excitement and motivation for learning.

Effectiveness in reinforcing understanding:

Students overwhelmingly found the games to be highly effective in reinforcing their understanding of the topic
compared to traditional classroom exercises. They mentioned that the hands-on approach allowed them to
practice the rules in a practical and memorable way. By actively applying the rules in a game setting, students
were better able to grasp and retain the concepts. Additionally, the immediate feedback provided during the
games helped to reinforce correct usage and address any misconceptions promptly.

Interest in future incorporation:

The positive response from students regarding the games indicates a strong desire for more incorporation of such
activities in future lessons. Students expressed enthusiasm about continuing to learn through interactive and
engaging methods. They highlighted the benefits of games in making learning enjoyable and effective. Many
students emphasized that they would like to see a variety of games related to the upcoming topics to keep
lessons dynamic and interesting.

Motivation through reward system:

Students also provided positive feedback regarding the reward system implemented in the gamified activities.
They appreciated the incentives provided for participation and achievement, stating that it added an extra layer
of motivation and excitement to the games. Many students expressed satisfaction with the recognition and
reinforcement of their efforts through the reward system, further enhancing their engagement and enjoyment of
the games.

Fostering group work:

Additionally, students appreciated the collaborative aspect of the games, as they mostly worked in groups. They
found that working together not only facilitated their understanding of the grammar and vocabulary but also
fostered friendships and teamwork. Many students mentioned that the group dynamics added a social element to
the learning process, making it more enjoyable and encouraging peer support and cooperation.

In conclusion, based on the positive feedback received from students, it is evident that games, coupled with a
reward system and group work, have been highly successful in enhancing learning experiences and reinforcing
understanding. Moving forward, incorporating more of these interactive activities along with constant and
continued use of the reward system and group work into lessons is likely to further engage students and facilitate
their mastery of many concepts.
 3. Classroom observation

During the implementation of reported speech games in the ESL classroom, several observations were made to
assess the overall impact and effectiveness of these activities in facilitating learning.

High levels of engagement: one notable observation was the consistently high levels of student engagement
throughout the reported speech games. Students were actively involved in the activities, eagerly participating in
discussions, and enthusiastically collaborating with their peers. This high level of engagement suggests that the
interactive nature of games successfully captured students’ interest and attention, keeping them focused on the
learning objectives.

Positive group dynamics: another key observation was the positive group dynamics that emerged during the
games. Students worked in cooperative groups, demonstrating effective communication, collaboration and
mutual support. Group discussions were lively and productive, with students exchanging ideas, providing
feedback to one another, and collectively problem-solving. This collaborative approach not only enhanced
students’ understanding of reported speech and its related vocabulary but also fostered a sense of fellowship and
teamwork among classmates.

Effective application of grammar rules: the reported speech games provided students with opportunities to apply
grammar rules in various contexts. Observations indicated that students were able to successfully identify and
apply the rules of reported speech, such as changes in verb tenses, pronoun usage, and reporting verbs.
Additionally, they showed a great management of them altogether with the vocabulary of the topic in the didactic
unit. Through hands-on practice and immediate feedback provided during the games, students demonstrated a
solid understanding of reported speech concepts and improved their ability to accurately produce the reported
structures.

Increased motivation and enthusiasm: the incorporation of a reward system in the gamified activities appeared
to significantly enhance student motivation and enthusiasm for learning. Students were motivated to actively
participate and strive for success in order to earn extra points and other rewards, as well as recognition. This
increased motivation translated into heightened engagement, improved participation, and a positive attitude
towards learning concepts.

Enhanced learning experience: overall, the observations suggest that gamification has contributed to creating an
enhanced learning experience for students in the ESL classroom. The combination of interactive activities, positive
group dynamics, effective application of reported speech rules, and the incorporation of reward system has
resulted in a dynamic and engaging learning environment. Students not only deepened their understanding but
also developed important collaborative skill and remained highly motivated throughout each lesson.

In conclusion, based on the observations made in the classroom, the use of games has proven to be a valuable
and effective tool for facilitating learning in ESL classrooms. Moving forward, continued incorporation of these
interactive activities, along with ongoing assessment and refinement, will further support student engagement,
comprehension, and mastery of many concepts of the English language.

4. Academic exam

While the survey response and qualitative data gathered from the classroom provide valuable insights into
student perceptions and experiences with English language learning, it is essential to recognize the significance of
quantitative data in validating and complementing these findings. The results of exams conducted in the
classroom serve as crucial quantitative data points that can provide concrete evidence of students’ academic
performance and the effectiveness of the implemented gamified approach. However, it is important to note that
the exam data is currently unavailable for analysis. Nevertheless, once obtained, the integration of exam results
with qualitative findings will offer a comprehensive understanding of the impact of gamification on both student
engagement and academic outcomes, strengthening the validity and depth of the case study analysis.
ANNEXES

Annex 1

Initial Survey

Annex 2

Exit Ticket

Exit ticket Answers 1

Exit Ticket Answers 2

Exit Ticket Answers 3

Exit Ticket Answers 4