Enhancing classroom management in adults in english university courses through traditional games

This qualitative study, based on participatory action research, involved twenty university students who participated in three lessons divided into four classes. The study used traditional games for classroom management in university English courses, creating a dynamic learning environment for adult...

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Autores:: Londoño Villa, Juan Pablo

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Católica Luis Amigó

Repositorio:: Repositorio Institucional Universidad Católica Luis Amigó

Idioma:: eng

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dc.title.eng.fl_str_mv	Enhancing classroom management in adults in english university courses through traditional games
title	Enhancing classroom management in adults in english university courses through traditional games
spellingShingle	Enhancing classroom management in adults in english university courses through traditional games Adults Learning Motivation Classroom Management English as a Foreign Language Teaching Learning Control Traditional Game Based Strategies Control del aprendizaje Enseñanza del Inglés Cómo Lengua Extranjera Estrategias basadas en Juegos Tradicionales Gestión del Aula, Motivación del aprendizaje de adultos Gestión del Aula Estudiantes jóvenes adultos Juegos Tradicionales EELE (Enseñanza del Inglés como Lengua Extranjera) Control del aprendizaje Motivación del aprendizaje de adultos Estrategias basadas en Juegos Tradicionales Classroom Management Young Adult Students Traditional Games EFLT (English as a Foreign Language Teaching) Learning Control Adults Learning Motivation Traditional Game Based Strategies a
title_short	Enhancing classroom management in adults in english university courses through traditional games
title_full	Enhancing classroom management in adults in english university courses through traditional games
title_fullStr	Enhancing classroom management in adults in english university courses through traditional games
title_full_unstemmed	Enhancing classroom management in adults in english university courses through traditional games
title_sort	Enhancing classroom management in adults in english university courses through traditional games
dc.creator.fl_str_mv	Londoño Villa, Juan Pablo
dc.contributor.advisor.none.fl_str_mv	Gómez Betancur, Martha Inés
dc.contributor.author.none.fl_str_mv	Londoño Villa, Juan Pablo
dc.subject.Eng.fl_str_mv	Adults Learning Motivation Classroom Management English as a Foreign Language Teaching Learning Control Traditional Game Based Strategies
topic	Adults Learning Motivation Classroom Management English as a Foreign Language Teaching Learning Control Traditional Game Based Strategies Control del aprendizaje Enseñanza del Inglés Cómo Lengua Extranjera Estrategias basadas en Juegos Tradicionales Gestión del Aula, Motivación del aprendizaje de adultos Gestión del Aula Estudiantes jóvenes adultos Juegos Tradicionales EELE (Enseñanza del Inglés como Lengua Extranjera) Control del aprendizaje Motivación del aprendizaje de adultos Estrategias basadas en Juegos Tradicionales Classroom Management Young Adult Students Traditional Games EFLT (English as a Foreign Language Teaching) Learning Control Adults Learning Motivation Traditional Game Based Strategies a
dc.subject.Spa.fl_str_mv	Control del aprendizaje Enseñanza del Inglés Cómo Lengua Extranjera Estrategias basadas en Juegos Tradicionales Gestión del Aula, Motivación del aprendizaje de adultos
dc.subject.proposal.spa.fl_str_mv	Gestión del Aula Estudiantes jóvenes adultos Juegos Tradicionales EELE (Enseñanza del Inglés como Lengua Extranjera) Control del aprendizaje Motivación del aprendizaje de adultos Estrategias basadas en Juegos Tradicionales
dc.subject.proposal.eng.fl_str_mv	Classroom Management Young Adult Students Traditional Games EFLT (English as a Foreign Language Teaching) Learning Control Adults Learning Motivation Traditional Game Based Strategies
dc.subject.armarc.none.fl_str_mv	a
description	This qualitative study, based on participatory action research, involved twenty university students who participated in three lessons divided into four classes. The study used traditional games for classroom management in university English courses, creating a dynamic learning environment for adult students and promoting collaborative skills and vocabulary acquisition. The games fostered interaction, activity management, motivation, and enjoyment in learning. Data from two videos showed that the games improved class preparation, development, and engagement, optimizing time management and motivation. The results suggest that traditional games could significantly impact classroom management in other university settings, especially in Medellín or similar contexts.
publishDate	2024
dc.date.issued.none.fl_str_mv	2024
dc.date.accessioned.none.fl_str_mv	2025-03-10T17:53:07Z
dc.date.available.none.fl_str_mv	2025-03-10T17:53:07Z
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.local.none.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.citation.none.fl_str_mv	Londoño Villa, J. P. (2024). How Traditional Games Based Strategies enhance English as Foreign Language Teaching in Classroom Management in university students? [Trabajo de grado, Universidad Católica Luis Amigó]. Repositorio Institucional Universidad Católica Luis Amigó.
dc.identifier.uri.none.fl_str_mv	https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/5360
identifier_str_mv	Londoño Villa, J. P. (2024). How Traditional Games Based Strategies enhance English as Foreign Language Teaching in Classroom Management in university students? [Trabajo de grado, Universidad Católica Luis Amigó]. Repositorio Institucional Universidad Católica Luis Amigó.
url	https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/5360
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Arias. M & Castiblanco. D (2015.) El juego como estrategia pedagógica para el aprendizaje de vocabulario y desarrollo de la habilidad oral en Inglés. Universidad libre de Colombia. Berger, J. - L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self - Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1). https://doi.org/10.1177/2158244017754119 Bilik P (2019) AEU Classroom Management. Chapter 9. Attribution Non - Commercial (BY - NC) (p. 228 232). ASIAE University. Brookfield, S. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Jossey - Bass. Burns, A (2015). Action Research. The Cambridge Guide to Research in Language Teaching and Learning. First Edition. J. D. Brown & C. Coombe. Castrillón L (2017). Los Juegos y su Rol en el Aprendizaje de una Lengua. La tercera orilla #19, Universidad de la Sabana, Bucaramanga. Cerón L, et al (2022) Traditional games as a pedagogical strategy to strengthen cultural identity, Sinergias educativas, Universidad de Oriente, vol. 7, no. 2 Doolaard S, Korpershoek H, Harms T, De Boer H, Kuijk M. (2016) A Meta - Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research September 2016, Vol. 86, N o. 3, pp. 643 – 680. DOI: 10.3102/0034654315626799 http://rer.aera.net/ Dubovičienė, T & Gilbinskienė, D. (2014). Learning/Teaching EFL to universAdult Learners at Language Courses. Svetimosios kalbos, LIETUVOS EDUKOLOGIJOS UNIVERSITETAS. Gruss, J (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News. Higher School of Foreign Languages name of Samuela Bogumila Lindego, WSN 53(2) (2016) 67 - 109 EISSN 2392 - 2192. Poznan, Poland. Hagermoser, L; Williamson, K; Long, A; Kratochwill, T. (2018) Increasing In - Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling. Journal of Positive Behavior Interventions 2018, Vol. 20(1) 43 – 59. USA https://doi.org/10.1177/1098300717722357 Hikmawan, I., Damayanti, I.L., & Setyarini, S. (2023). Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners. Journal of English Language Studies. Knowles, M. S. (1975). Self - Directed Learning: A Guide for Learners and Teachers. Cambridge Adult Education. Kungu, K & Machtmes, K (2009) Lifelong Learning: Looking at Triggers for Adult Learning. The International Journal of Learning. Volume 16, number 7, Illinois, USA. Korkmaz, Ş. Ç. (2013). Language Games as a Part of Edutainment. Procedia - Social and Behavioral Sciences, 93, 1249 – 1253. https://doi.org/10.1016/j.sbspro.2013.10.023 Bautista - Vallejo, J.M. Raquel - López, N. (2002). El juego didáctico como estrategia de atención a la diversidad. Ágora Digital, 4, 134 - 141. Li, R. (2021). Does Game - Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self - Confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092 Maqsuda, I (2019). THE EFFECTIVENESS OF GAMES ON LEARNING A FOREIGN LANGUAGE. International Journal of Scientific Research and Modern Education (IJSRME). Uzbekistan Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey - Bass. Molina, A (2015). El uso de juegos para la enseñanza de Inglés en Educación Primaria. UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación. Andalucía. https://tauja.ujaen.es/bitstream/10953.1/2111/1/Molina_Padilla_Amparo_TFG_Educacin_Primaria_.pdf Mohamed, M & Mahmoud, A (2015) Culture and English Language Teaching in the Arab World. Adult Learning , 26 (2), 66 – 72. Moreno G, (2008) Colombian traditional game: an experience playful and cultural to human development, Revista Educación física y deporte, n. 27 – 2, 93 - 99, 2008, Funámbulos Editores Murray, D. E. (2020). The world of English language teaching: Creating equity or inequity? Language Teaching Research , 24 (1), 60 – 70. https://doi.org/10.1177/1362168818777529 Ovillos J (2021) How to Bring Traditional Games to World Language Classes. Edutopia. George Lucas Educational Foundation. University in DeKalb. Philippines Öfele, M (2014) Juego, ternura y encuentro. Fundamentos en la primera infancia . Espacios en Blanco - Serie Indagaciones - Nº 24 - Junio 2014 (71 - 80) Phi, H. Thien, M. My An, T & Hoang Vy, n. (2019). The Effects of Using Games on EFL Students’ Speaking Performances. Canadian Center of Science and Education. Vol. 10. DOI: 10.5539/ijel.v10n1p183 Peace Corps (2008). Classroom Management. Idea Book. Information Collection and Exchange. Publication No. M0088 Pivec, M., & Dziabenko, O. (2004). Game - Based Learning in Universities and Lifelong Learning: “UniGame: Social Skills and Knowledge Training” Game Concept. J. Univers. Comput. Sci., 10 , 4 - 16. Plath, Oreste, (1998). Origen y folclor de los juegos en Chile . Grijalbo, Santiago de Chile. Pág.11 Qaddo, M (2019). Participant Observation as Research Methodology:Assessing the Validity of Qualitative Observational Data as Research Tools Rehman , A & Alharthi , K (2016) An introduction to research paradigms. International Journal of Educational Investigations. Vol.3, No.8: 51 - 59. ISSN: 2410 - 3446 Sabourin, J (2014). Affect and Engagement in Game - Based Learning Environments. IEEE Transactions on Affective Computing. SAS Institute. USA https://www.researchgate.net/publication/262150527_Affect_and_Engagement_in_Game - Based_Learning_Environments. Sanuy, A 1998 ¿A qué jugamos? España: Marsiega Sekarini, D.A., & Syafei, A.F.R. (2016). Teaching Speaking Through Hopscotch Game. JELT, 5(1). https://doi.org/10.24036/jelt.v5i1.7260. Shen J, Poppink S, Cui Y, Fan G, (2007) Lesson Planning: A Practice of Professional Responsibility and Development. educational HORIZONS, Summer. (260) https://files.eric.ed.gov/fulltext/EJ772517.pdf Siddiqa, A., & Whyte, S. (2022). Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211064932 Spradley, J. (2016). Participant observation. Waveland Press, Inc. Long Grove, Illinois. Taherdoost, Hamed. (2021). Data Collection Methods and Tools for Research; A Step - by - Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. Torres, J. (2022). English Language Teacher Educators’ critical professional identity constructions and negotiations. Language and Intercultural Communication, 23:1, 53 - 68, DOI: 10.1080/14708477.2023.2166058 Vandercruysse, S., Vandewaetere, M., & dewaetere, M., &Clarebout, Clarebout, G. (2012). Game based learning: A review on the effectiveness of educational games. In M. M. Cruz - Cunha (Ed), Handbook of Research on Serious Games as Educational, Business, and Research Tools (pp. 628 - 647). Hershey, PA: IGI Global. Zainuddin, Z., Wah Chu, S.K., Shujahat, M., Perera, C.J. (2020), The impact of gamification on learning and instruction: A systematic review of empirical evidence, Educational Research Review., doi: https://doi.org/10.1016/j.edurev.2020.100326
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spelling	Gómez Betancur, Martha InésLondoño Villa, Juan Pablo2025-03-10T17:53:07Z2025-03-10T17:53:07Z2024Londoño Villa, J. P. (2024). How Traditional Games Based Strategies enhance English as Foreign Language Teaching in Classroom Management in university students? [Trabajo de grado, Universidad Católica Luis Amigó]. Repositorio Institucional Universidad Católica Luis Amigó.https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/5360This qualitative study, based on participatory action research, involved twenty university students who participated in three lessons divided into four classes. The study used traditional games for classroom management in university English courses, creating a dynamic learning environment for adult students and promoting collaborative skills and vocabulary acquisition. The games fostered interaction, activity management, motivation, and enjoyment in learning. Data from two videos showed that the games improved class preparation, development, and engagement, optimizing time management and motivation. The results suggest that traditional games could significantly impact classroom management in other university settings, especially in Medellín or similar contexts.30 p.application/pdfengUniversidad Católica Luis AmigóEducación y HumanidadesLicenciatura en Lenguas Extranjeras con énfasis en Inglés (Presencial)Medellín, Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/embargoedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_f1cfAdults Learning MotivationClassroom ManagementEnglish as a Foreign Language TeachingLearning ControlTraditional Game Based StrategiesControl del aprendizajeEnseñanza del Inglés Cómo Lengua ExtranjeraEstrategias basadas en Juegos TradicionalesGestión del Aula, Motivación del aprendizaje de adultosGestión del AulaEstudiantes jóvenes adultosJuegos TradicionalesEELE (Enseñanza del Inglés como Lengua Extranjera)Control del aprendizajeMotivación del aprendizaje de adultosEstrategias basadas en Juegos TradicionalesClassroom ManagementYoung Adult StudentsTraditional GamesEFLT (English as a Foreign Language Teaching)Learning ControlAdults Learning MotivationTraditional Game Based StrategiesaEnhancing classroom management in adults in english university courses through traditional gameshttp://purl.org/coar/resource_type/c_7a1fTesis/Trabajo de grado - Monografía - Pregradoinfo:eu-repo/semantics/acceptedVersionUniversidad Católica Luis AmigóPegradoLicenciado en lenguas extranjeras con énfasis en Inglés.Arias. M & Castiblanco. D (2015.) El juego como estrategia pedagógica para el aprendizaje de vocabulario y desarrollo de la habilidad oral en Inglés. Universidad libre de Colombia. Berger, J. - L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self - Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1). https://doi.org/10.1177/2158244017754119 Bilik P (2019) AEU Classroom Management. Chapter 9. Attribution Non - Commercial (BY - NC) (p. 228 232). ASIAE University. Brookfield, S. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Jossey - Bass. Burns, A (2015). Action Research. The Cambridge Guide to Research in Language Teaching and Learning. First Edition. J. D. Brown & C. Coombe. Castrillón L (2017). Los Juegos y su Rol en el Aprendizaje de una Lengua. La tercera orilla #19, Universidad de la Sabana, Bucaramanga. Cerón L, et al (2022) Traditional games as a pedagogical strategy to strengthen cultural identity, Sinergias educativas, Universidad de Oriente, vol. 7, no. 2 Doolaard S, Korpershoek H, Harms T, De Boer H, Kuijk M. (2016) A Meta - Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research September 2016, Vol. 86, N o. 3, pp. 643 – 680. DOI: 10.3102/0034654315626799 http://rer.aera.net/ Dubovičienė, T & Gilbinskienė, D. (2014). Learning/Teaching EFL to universAdult Learners at Language Courses. Svetimosios kalbos, LIETUVOS EDUKOLOGIJOS UNIVERSITETAS. Gruss, J (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News. Higher School of Foreign Languages name of Samuela Bogumila Lindego, WSN 53(2) (2016) 67 - 109 EISSN 2392 - 2192. Poznan, Poland. Hagermoser, L; Williamson, K; Long, A; Kratochwill, T. (2018) Increasing In - Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling. Journal of Positive Behavior Interventions 2018, Vol. 20(1) 43 – 59. USA https://doi.org/10.1177/1098300717722357 Hikmawan, I., Damayanti, I.L., & Setyarini, S. (2023). Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners. Journal of English Language Studies. Knowles, M. S. (1975). Self - Directed Learning: A Guide for Learners and Teachers. Cambridge Adult Education. Kungu, K & Machtmes, K (2009) Lifelong Learning: Looking at Triggers for Adult Learning. The International Journal of Learning. Volume 16, number 7, Illinois, USA. Korkmaz, Ş. Ç. (2013). Language Games as a Part of Edutainment. Procedia - Social and Behavioral Sciences, 93, 1249 – 1253. https://doi.org/10.1016/j.sbspro.2013.10.023 Bautista - Vallejo, J.M. Raquel - López, N. (2002). El juego didáctico como estrategia de atención a la diversidad. Ágora Digital, 4, 134 - 141. Li, R. (2021). Does Game - Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self - Confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092 Maqsuda, I (2019). THE EFFECTIVENESS OF GAMES ON LEARNING A FOREIGN LANGUAGE. International Journal of Scientific Research and Modern Education (IJSRME). Uzbekistan Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey - Bass. Molina, A (2015). El uso de juegos para la enseñanza de Inglés en Educación Primaria. UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación. Andalucía. https://tauja.ujaen.es/bitstream/10953.1/2111/1/Molina_Padilla_Amparo_TFG_Educacin_Primaria_.pdf Mohamed, M & Mahmoud, A (2015) Culture and English Language Teaching in the Arab World. Adult Learning , 26 (2), 66 – 72. Moreno G, (2008) Colombian traditional game: an experience playful and cultural to human development, Revista Educación física y deporte, n. 27 – 2, 93 - 99, 2008, Funámbulos Editores Murray, D. E. (2020). The world of English language teaching: Creating equity or inequity? Language Teaching Research , 24 (1), 60 – 70. https://doi.org/10.1177/1362168818777529 Ovillos J (2021) How to Bring Traditional Games to World Language Classes. Edutopia. George Lucas Educational Foundation. University in DeKalb. Philippines Öfele, M (2014) Juego, ternura y encuentro. Fundamentos en la primera infancia . Espacios en Blanco - Serie Indagaciones - Nº 24 - Junio 2014 (71 - 80) Phi, H. Thien, M. My An, T & Hoang Vy, n. (2019). The Effects of Using Games on EFL Students’ Speaking Performances. Canadian Center of Science and Education. Vol. 10. DOI: 10.5539/ijel.v10n1p183 Peace Corps (2008). Classroom Management. Idea Book. Information Collection and Exchange. Publication No. M0088 Pivec, M., & Dziabenko, O. (2004). Game - Based Learning in Universities and Lifelong Learning: “UniGame: Social Skills and Knowledge Training” Game Concept. J. Univers. Comput. Sci., 10 , 4 - 16. Plath, Oreste, (1998). Origen y folclor de los juegos en Chile . Grijalbo, Santiago de Chile. Pág.11 Qaddo, M (2019). Participant Observation as Research Methodology:Assessing the Validity of Qualitative Observational Data as Research Tools Rehman , A & Alharthi , K (2016) An introduction to research paradigms. International Journal of Educational Investigations. Vol.3, No.8: 51 - 59. ISSN: 2410 - 3446 Sabourin, J (2014). Affect and Engagement in Game - Based Learning Environments. IEEE Transactions on Affective Computing. SAS Institute. USA https://www.researchgate.net/publication/262150527_Affect_and_Engagement_in_Game - Based_Learning_Environments. Sanuy, A 1998 ¿A qué jugamos? España: Marsiega Sekarini, D.A., & Syafei, A.F.R. (2016). Teaching Speaking Through Hopscotch Game. JELT, 5(1). https://doi.org/10.24036/jelt.v5i1.7260. Shen J, Poppink S, Cui Y, Fan G, (2007) Lesson Planning: A Practice of Professional Responsibility and Development. educational HORIZONS, Summer. (260) https://files.eric.ed.gov/fulltext/EJ772517.pdf Siddiqa, A., & Whyte, S. (2022). Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211064932 Spradley, J. (2016). Participant observation. Waveland Press, Inc. Long Grove, Illinois. Taherdoost, Hamed. (2021). Data Collection Methods and Tools for Research; A Step - by - Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. Torres, J. (2022). English Language Teacher Educators’ critical professional identity constructions and negotiations. Language and Intercultural Communication, 23:1, 53 - 68, DOI: 10.1080/14708477.2023.2166058 Vandercruysse, S., Vandewaetere, M., & dewaetere, M., &Clarebout, Clarebout, G. (2012). Game based learning: A review on the effectiveness of educational games. In M. M. Cruz - Cunha (Ed), Handbook of Research on Serious Games as Educational, Business, and Research Tools (pp. 628 - 647). Hershey, PA: IGI Global. Zainuddin, Z., Wah Chu, S.K., Shujahat, M., Perera, C.J. 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