ICT/LKT and Gamification in the EFL Classroom: Mediations for Participation and Persistence in a School Context

Abstract

This article presents some of the findings from a qualitative study with an interpretive approach conducted at the San Pedro Claver Institution. The main objective was to understand how gamification experiences supported by ICT and TAC are linked to motivation to learn English. To this end, the study utilized semi-structured interviews with two teachers (T1-T2), a focus group of students (S01-S40), and two observation matrices (OM1-OM2). The collected information was classified into categories and subcategories, then integrated through the triangulation of sources, interview techniques, and conceptual analysis. In this way, it was observed that gamification takes on a formative perspective when considered as an experience that can involve rules, roles, and goals; thus, it is a process that requires necessary adjustments and feedback. In this vein, it is observed that students can value technology as a tool to facilitate interaction, although its use may be limited by infrastructure factors and school guidelines; furthermore, it is considered that promoting hybrid methodologies encourages participation. Finally, it is important to mention that motivation enhanced students’ willingness to use English.