Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera

Este estudio explora cómo la gamificación y el aprendizaje cooperativo contribuyen a la adquisición de vocabulario en estudiantes de primaria que asisten a una fundación educativa comunitaria en Bogotá, Colombia. Estos aprendices, provenientes de contextos de bajos recursos, enfrentan desafíos en el...

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Autores:
Cely Triana, David Felipe
Malaver Nuñez, Diego Alejandro
Santiago, Otalora Cañón
Pedreros Ortiz, Carlos Eduardo
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/18036
Acceso en línea:
https://hdl.handle.net/20.500.12495/18036
Palabra clave:
Adquisición de vocabulario
Aprendizaje cooperativo
Gamificación
370.1175
Collaborative learning
Gamification
Vocabulary
Rights
License
Attribution-ShareAlike 4.0 International
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dc.title.none.fl_str_mv Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
dc.title.translated.none.fl_str_mv Gamification and Cooperative Learning in Vocabulary Acquisition of Young EFL Students
title Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
spellingShingle Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
Adquisición de vocabulario
Aprendizaje cooperativo
Gamificación
370.1175
Collaborative learning
Gamification
Vocabulary
title_short Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
title_full Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
title_fullStr Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
title_full_unstemmed Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
title_sort Gamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjera
dc.creator.fl_str_mv Cely Triana, David Felipe
Malaver Nuñez, Diego Alejandro
Santiago, Otalora Cañón
Pedreros Ortiz, Carlos Eduardo
dc.contributor.advisor.none.fl_str_mv Garcia-Herreros Machado, Cesar Augusto
dc.contributor.author.none.fl_str_mv Cely Triana, David Felipe
Malaver Nuñez, Diego Alejandro
Santiago, Otalora Cañón
Pedreros Ortiz, Carlos Eduardo
dc.subject.none.fl_str_mv Adquisición de vocabulario
Aprendizaje cooperativo
Gamificación
topic Adquisición de vocabulario
Aprendizaje cooperativo
Gamificación
370.1175
Collaborative learning
Gamification
Vocabulary
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Collaborative learning
Gamification
Vocabulary
description Este estudio explora cómo la gamificación y el aprendizaje cooperativo contribuyen a la adquisición de vocabulario en estudiantes de primaria que asisten a una fundación educativa comunitaria en Bogotá, Colombia. Estos aprendices, provenientes de contextos de bajos recursos, enfrentan desafíos en el aprendizaje del inglés debido a la exposición limitada al idioma y la falta de recursos educativos. Al identificarse que el escaso conocimiento léxico afecta su confianza, participación y desempeño académico, se buscó generar experiencias de aprendizaje más motivadoras y colaborativas. Con base en la teoría sociocultural de Vygotsky y en los principios del aprendizaje constructivista, la intervención combinó estrategias de gamificación analógica como puntos, recompensas y juegos interactivos con actividades cooperativas que fomentaron el trabajo en equipo y la comunicación auténtica. Se llevó a cabo un estudio de caso mixto con seis estudiantes entre los 8 y 15 años, utilizando pruebas, encuestas, entrevistas y notas de campo como instrumentos. Los resultados evidenciaron una mejora notable en el dominio y uso del vocabulario, así como un aumento en la motivación, la confianza y las habilidades socioemocionales. Los hallazgos sugieren que integrar métodos lúdicos y cooperativos favorece entornos inclusivos que promueven aprendizajes significativos y duraderos. A pesar de algunas limitaciones, el estudio destaca el potencial de los enfoques centrados en el estudiante y basados en el juego para fortalecer el desarrollo social y académico de aprendices en situación de vulnerabilidad.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-11-04T16:28:55Z
dc.date.issued.none.fl_str_mv 2025-10
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
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language eng
dc.relation.references.none.fl_str_mv Abreu, J. N. (2022). Enhancing English Vocabulary Acquisition of Colombian High School Students Through Vocabulary Learning Techniques, Mobile Apps, and Web 2.0 Technologies. [Monografía]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/49724
Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9(4), 849–856. https://doi.org/10.17507/jltr.0904.24
British Council. (2015). English in Colombia: An examination of policy, perceptions and influencing factors. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/English%20in%20Colombia.pdf
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education. https://doi.org/10.4324/9780133041941
Cambridge English & QS. (2016). English at work: Global analysis of language skills in the workplace. Cambridge Assessment English. https://www.cambridgeenglish.org/images/english-at-work-full-report.pdf
Cancino Avila, M. O., & Castillo Fonseca, G. (2021). Gamification: How does it impact L2 vocabulary learning and engagement? Electronic Journal of Foreign Language Teaching, 18(2), 156–170.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). https://doi.org/10.1145/2181037.2181040
Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. Wiley.
Dörnyei, Z., & Murphey, T. (2009). Group dynamics in the language classroom. Cambridge University Press.
EF Education First. (2024). EF English Proficiency Index 2024. EF. https://www.ef.edu/epi/
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Fowler, F. J. (2014). Survey research methods (5th ed.). SAGE Publications.
García Silva, M., & Larreal Bracho, A. J. (2023). Gamificación como didáctica para el desarrollo de competencias comunicativas del idioma inglés: Una reflexión teórica. Dilemas Contemporáneos: Educación, Política y Valores, 11(Edición Especial), 1–31. https://doi.org/10.46377/dilemas.v11iEspecial.3884
Gardner, R. C. (1988). The socio-educational model of second language learning: Assumptions, findings and issues. Language Learning, 38(1), 101–126.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Groves, R. M. (2004). Survey methodology. Wiley.
Ha, T. Y. N., Nguyen, T. B. N., Nguyen, N. L. D., & Tran, T. N. (2022). The effects of collaborative learning on young ESL learners’ L2 anxiety and speaking performance. International Journal of Asian Education, 3(2), 125–137. https://doi.org/10.46966/ijae.v3i2.286
Hellberg, A.-S. (2023). The story of the hatter and the agile methods course: Gamification and game thinking in education. Journal of Pedagogical Research, 7(3), 19–42. https://doi.org/10.33902/JPR.202320130
Huang, X., Beck, S., Huang, L., & Lajoie, S. (2023, June 10–15). Emotion and emotion regulation matter: A case study on teachers’ online teaching experience during COVID-19. ISLS Annual Meeting 2023: Building knowledge and sustaining our community, Montréal, Canada.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperation, competition, and individualization. Prentice-Hall. https://eric.ed.gov/?id=ED104868
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spelling Garcia-Herreros Machado, Cesar AugustoCely Triana, David FelipeMalaver Nuñez, Diego AlejandroSantiago, Otalora CañónPedreros Ortiz, Carlos Eduardo2025-11-04T16:28:55Z2025-10https://hdl.handle.net/20.500.12495/18036instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste estudio explora cómo la gamificación y el aprendizaje cooperativo contribuyen a la adquisición de vocabulario en estudiantes de primaria que asisten a una fundación educativa comunitaria en Bogotá, Colombia. Estos aprendices, provenientes de contextos de bajos recursos, enfrentan desafíos en el aprendizaje del inglés debido a la exposición limitada al idioma y la falta de recursos educativos. Al identificarse que el escaso conocimiento léxico afecta su confianza, participación y desempeño académico, se buscó generar experiencias de aprendizaje más motivadoras y colaborativas. Con base en la teoría sociocultural de Vygotsky y en los principios del aprendizaje constructivista, la intervención combinó estrategias de gamificación analógica como puntos, recompensas y juegos interactivos con actividades cooperativas que fomentaron el trabajo en equipo y la comunicación auténtica. Se llevó a cabo un estudio de caso mixto con seis estudiantes entre los 8 y 15 años, utilizando pruebas, encuestas, entrevistas y notas de campo como instrumentos. Los resultados evidenciaron una mejora notable en el dominio y uso del vocabulario, así como un aumento en la motivación, la confianza y las habilidades socioemocionales. Los hallazgos sugieren que integrar métodos lúdicos y cooperativos favorece entornos inclusivos que promueven aprendizajes significativos y duraderos. A pesar de algunas limitaciones, el estudio destaca el potencial de los enfoques centrados en el estudiante y basados en el juego para fortalecer el desarrollo social y académico de aprendices en situación de vulnerabilidad.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis study explores how gamification and cooperative learning contribute to vocabulary acquisition among primary school students attending a community based educational foundation in Bogotá, Colombia. These learners, who come from low income backgrounds, often face challenges in acquiring English due to limited exposure and resources. Recognizing that insufficient lexical knowledge affects students’ confidence, participation, and academic performance, the study aimed to create engaging and supportive learning experiences. Grounded in Vygotsky’s sociocultural theory and constructivist learning principles, the intervention combined analog gamification strategies such as points, rewards, and interactive games with cooperative tasks that fostered teamwork and authentic communication, Deterding et al. (2011). A mixed method case study was carried out with six students aged 8 to 15, using tests, surveys, interviews, and field notes. The findings revealed a clear improvement in students’ vocabulary range and use, as well as noticeable gains in motivation, confidence, and socio emotional skills. The results suggest that integrating playful and collaborative approaches can create inclusive environments that promote meaningful and lasting vocabulary learning. Despite certain limitations, the study highlights the potential of learner centered, game based methods to empower vulnerable young learners both socially and academically.application/pdfAttribution-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Adquisición de vocabularioAprendizaje cooperativoGamificación370.1175Collaborative learningGamificationVocabularyGamificación y aprendizaje cooperativo en la adquisición de vocabulario por parte de jóvenes estudiantes de inglés como lengua extranjeraGamification and Cooperative Learning in Vocabulary Acquisition of Young EFL StudentsLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAbreu, J. N. (2022). Enhancing English Vocabulary Acquisition of Colombian High School Students Through Vocabulary Learning Techniques, Mobile Apps, and Web 2.0 Technologies. [Monografía]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/49724Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9(4), 849–856. https://doi.org/10.17507/jltr.0904.24British Council. (2015). English in Colombia: An examination of policy, perceptions and influencing factors. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/English%20in%20Colombia.pdfBrown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education. https://doi.org/10.4324/9780133041941Cambridge English & QS. (2016). English at work: Global analysis of language skills in the workplace. Cambridge Assessment English. https://www.cambridgeenglish.org/images/english-at-work-full-report.pdfCancino Avila, M. O., & Castillo Fonseca, G. (2021). Gamification: How does it impact L2 vocabulary learning and engagement? Electronic Journal of Foreign Language Teaching, 18(2), 156–170.Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). https://doi.org/10.1145/2181037.2181040Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. Wiley.Dörnyei, Z., & Murphey, T. (2009). Group dynamics in the language classroom. Cambridge University Press.EF Education First. (2024). EF English Proficiency Index 2024. EF. https://www.ef.edu/epi/Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Fowler, F. J. (2014). Survey research methods (5th ed.). SAGE Publications.García Silva, M., & Larreal Bracho, A. J. (2023). Gamificación como didáctica para el desarrollo de competencias comunicativas del idioma inglés: Una reflexión teórica. Dilemas Contemporáneos: Educación, Política y Valores, 11(Edición Especial), 1–31. https://doi.org/10.46377/dilemas.v11iEspecial.3884Gardner, R. C. (1988). The socio-educational model of second language learning: Assumptions, findings and issues. Language Learning, 38(1), 101–126.Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3Groves, R. M. (2004). Survey methodology. Wiley.Ha, T. Y. N., Nguyen, T. B. N., Nguyen, N. L. D., & Tran, T. N. (2022). The effects of collaborative learning on young ESL learners’ L2 anxiety and speaking performance. 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