Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress

Los estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH, en adelante) tienden a tener diferentes problemas en la vida de estudio (e.g., lidiando para completar las tareas a tiempo), mientras que también tienen un proceso más difícil probablemente cuando se trata de fluidez en el...

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Autores:
Ducuara Luna, Gabriela
Franco Castiblanco, Maria Alejandra
Correa Sánchez, Natalia
Gil Parra, Andrés Felipe
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
spa
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/18025
Acceso en línea:
https://hdl.handle.net/20.500.12495/18025
Palabra clave:
Capacidad de atención
Gamificación
Habilidades de fluidez
Inglés como lengua extranjera
Trastorno por déficit de atención e hiperactividad
370.1175
Attention Deficit Hyperactivity Disorder
Attention span
English as a Foreign Language
Fluency skills
Gamification
Rights
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Attribution-NonCommercial-ShareAlike 4.0 International
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dc.title.none.fl_str_mv Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
dc.title.translated.none.fl_str_mv Mejorando la fluidez oral en estudiantes de inglés como lengua extranjera con TDAH El impacto de los sistemas de recompensa en la participación y el progreso
title Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
spellingShingle Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
Capacidad de atención
Gamificación
Habilidades de fluidez
Inglés como lengua extranjera
Trastorno por déficit de atención e hiperactividad
370.1175
Attention Deficit Hyperactivity Disorder
Attention span
English as a Foreign Language
Fluency skills
Gamification
title_short Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
title_full Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
title_fullStr Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
title_full_unstemmed Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
title_sort Boosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and Progress
dc.creator.fl_str_mv Ducuara Luna, Gabriela
Franco Castiblanco, Maria Alejandra
Correa Sánchez, Natalia
Gil Parra, Andrés Felipe
dc.contributor.advisor.none.fl_str_mv Cadena Aguilar, Roso Freddy
dc.contributor.author.none.fl_str_mv Ducuara Luna, Gabriela
Franco Castiblanco, Maria Alejandra
Correa Sánchez, Natalia
Gil Parra, Andrés Felipe
dc.subject.none.fl_str_mv Capacidad de atención
Gamificación
Habilidades de fluidez
Inglés como lengua extranjera
Trastorno por déficit de atención e hiperactividad
topic Capacidad de atención
Gamificación
Habilidades de fluidez
Inglés como lengua extranjera
Trastorno por déficit de atención e hiperactividad
370.1175
Attention Deficit Hyperactivity Disorder
Attention span
English as a Foreign Language
Fluency skills
Gamification
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Attention Deficit Hyperactivity Disorder
Attention span
English as a Foreign Language
Fluency skills
Gamification
description Los estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH, en adelante) tienden a tener diferentes problemas en la vida de estudio (e.g., lidiando para completar las tareas a tiempo), mientras que también tienen un proceso más difícil probablemente cuando se trata de fluidez en el inglés como lengua extranjera (EFL) actividades en el aula o interacciones. Esta situación particular se debe a que su capacidad de atención es mucho más limitada que la de sus compañeros de clase. Específicamente, para este proyecto los participantes fueron estudiantes de nivel básico de 6 a 10 años, y un tamaño de clase de 7 en el Norte de Bogotá. Este estudio exploró la influencia de las recompensas de gamificación, destinadas a impulsar la fluidez oral, en retos específicos a los que se enfrentan los jóvenes con TDAH. Para esta investigación, utilizamos un enfoque cualitativo y un diseño de investigación-acción. Los instrumentos utilizados son el diario del profesor, las grabaciones (transcripciones) y las pruebas previas y posteriores. Estas pruebas orales no se utilizaron para realizar comparaciones estadísticas, sino para observar cualitativamente los cambios en la fluidez de los estudiantes (por ejemplo, experiencias y perspectivas). Estos resultados sugieren que los estudiantes con TDAH podrían utilizar la gamificación para reforzar su proceso de adquisición de fluidez.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-10-30T18:39:55Z
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.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
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url https://hdl.handle.net/20.500.12495/18025
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
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language eng
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dc.relation.references.none.fl_str_mv Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708
Barham, H., & Atakent, M. (2023). Clinical Case Reports and Trails EMDR Intervention in the Treatment of Capgras Syndrome Case Report. https://doi.org/10.58489/2836-2217/011
Błaszczak, A. (2023). The Comorbidity of Attention Deficit/Hyperactivity Disorder and Rejection Sensitive Dysphoria as an Impediment in Foreign Language Learning. Acta Humanitatis, 1(2), 93–106. https://doi.org/10.5709/AH-01.02.2023-01
Bramham, J., Ambery, F., Young, S., Morris, R., Russell, A., Xenitidis, K., Asherson, P., & Murphy, D. (2009). Executive functioning differences between adults with attention deficit hyperactivity disorder and autistic spectrum disorder in initiation, planning and strategy formation. Autism, 13(3), 245–264. https://doi.org/10.1177/1362361309103790
Cadena-Aguilar, R. F., Ortega-Cuellar, J. H., & Cadena-Aguilar, A. (2019). Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents. Profile: Issues in Teachers’ Professional Development, 21(2), 29–44. https://doi.org/10.15446/profile.v21n2.71364
Carranza, M. J., Karol, G., Candil, A., Julián, C., Garavito, G., & Alfonso Muñoz Villa, W. (2022). An evaluation of cooperative learning through content gamification in EFL classes in Cundinamarca. https://hdl.handle.net/20.500.12495/9488
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Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. Basics of Qualitative Research (3rd Ed.): Techniques and Procedures for Developing Grounded Theory. https://doi.org/10.4135/9781452230153
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Creswell, John. W., & Plano Clark, Vicki. L. (2018). Designing and Conducting Mixed Methods Research - International Student Edition. In Designing and conducting mixed methods research. Sage publications. https://uk.sagepub.com/en-gb/eur/designing-and-conducting-mixed-methods-research-international-student-edition/book258100
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/S-0040-1701658/ID/JR192299OA-16/BIB
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136–155. https://doi.org/10.1080/13632752.2019.1597562
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Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Happé, F., Booth, R., Charlton, R., & Hughes, C. (2006). Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages. Brain and Cognition, 61(1), 25–39. https://doi.org/10.1016/J.BANDC.2006.03.004
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795. https://doi.org/10.1037/0033-2909.128.5.774
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency. 1–20. https://doi.org/10.1075/LLLT.32.01HOU/HTML
Isenor, K., Mazerolle, E. L., & Barker, C. (2021). Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers. In Education, 27(1), 80–97. https://doi.org/10.37119/OJS2021.V27I1.510
Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer, 4(1), 88–100. https://www.researchgate.net/publication/273947281_The_gamification_of_learning_and_instruction_Game based_methods_and_strategies_for_training_and_education_San_Francisco_CA_Pfeiffer
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spelling Cadena Aguilar, Roso FreddyDucuara Luna, GabrielaFranco Castiblanco, Maria AlejandraCorrea Sánchez, NataliaGil Parra, Andrés Felipe2025-10-30T18:39:55Z2025-10https://hdl.handle.net/20.500.12495/18025instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coLos estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH, en adelante) tienden a tener diferentes problemas en la vida de estudio (e.g., lidiando para completar las tareas a tiempo), mientras que también tienen un proceso más difícil probablemente cuando se trata de fluidez en el inglés como lengua extranjera (EFL) actividades en el aula o interacciones. Esta situación particular se debe a que su capacidad de atención es mucho más limitada que la de sus compañeros de clase. Específicamente, para este proyecto los participantes fueron estudiantes de nivel básico de 6 a 10 años, y un tamaño de clase de 7 en el Norte de Bogotá. Este estudio exploró la influencia de las recompensas de gamificación, destinadas a impulsar la fluidez oral, en retos específicos a los que se enfrentan los jóvenes con TDAH. Para esta investigación, utilizamos un enfoque cualitativo y un diseño de investigación-acción. Los instrumentos utilizados son el diario del profesor, las grabaciones (transcripciones) y las pruebas previas y posteriores. Estas pruebas orales no se utilizaron para realizar comparaciones estadísticas, sino para observar cualitativamente los cambios en la fluidez de los estudiantes (por ejemplo, experiencias y perspectivas). Estos resultados sugieren que los estudiantes con TDAH podrían utilizar la gamificación para reforzar su proceso de adquisición de fluidez.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésStudents with Attention Deficit Hyperactivity Disorder (ADHD, henceforth) tend to have different study-life issues (e.g., struggling to complete assignments on time) while also having a more likely difficult process when it comes to fluency in English as a Foreign Language (EFL, henceforth) classroom activities or interactions. This particular situation is because their attention span is much more limited than their counterparts. Specifically, for this project the participants were 6 to 10 years old with basic level students, and a class size of 7 at the North of Bogotá. This study explored the influence of gamification rewards, aimed at boosting oral fluency on specific challenges faced by young ADHD individuals. For this research, we use a qualitative approach and an action research design. Data was collected from the teacher’s journal, recordings (transcripts), and pre and post-test. These oral tests were not used to make statistical comparisons, but rather to qualitatively observe changes in students' fluency (e.g., experiences and perspectives). These findings suggest that students with ADHD could use gamification to reinforce their fluency process.application/pdfengspaAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Capacidad de atenciónGamificaciónHabilidades de fluidezInglés como lengua extranjeraTrastorno por déficit de atención e hiperactividad370.1175Attention Deficit Hyperactivity DisorderAttention spanEnglish as a Foreign LanguageFluency skillsGamificationBoosting Oral Fluency in ADHD EFL Learners The Impact of Reward Systems on Participation and ProgressMejorando la fluidez oral en estudiantes de inglés como lengua extranjera con TDAH El impacto de los sistemas de recompensa en la participación y el progresoLicenciatura 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_ab4af688f83e57aaAlt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708Barham, H., & Atakent, M. (2023). Clinical Case Reports and Trails EMDR Intervention in the Treatment of Capgras Syndrome Case Report. https://doi.org/10.58489/2836-2217/011Błaszczak, A. (2023). The Comorbidity of Attention Deficit/Hyperactivity Disorder and Rejection Sensitive Dysphoria as an Impediment in Foreign Language Learning. Acta Humanitatis, 1(2), 93–106. https://doi.org/10.5709/AH-01.02.2023-01Bramham, J., Ambery, F., Young, S., Morris, R., Russell, A., Xenitidis, K., Asherson, P., & Murphy, D. (2009). Executive functioning differences between adults with attention deficit hyperactivity disorder and autistic spectrum disorder in initiation, planning and strategy formation. Autism, 13(3), 245–264. https://doi.org/10.1177/1362361309103790Cadena-Aguilar, R. F., Ortega-Cuellar, J. 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Revista Romaneasca Pentru Educatie Multidimensionala, 14(1Sup1), 437–452. https://doi.org/10.18662/RREM/14.1SUP1/560CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81161https://repositorio.unbosque.edu.co/bitstreams/eb6be30d-67ca-45d6-8aa8-0e3056daeedf/download69c7d1fea1b67f73a10c194afeb39b1bMD55falseAnonymousREADLICENSElicense.txtlicense.txttext/plain; charset=utf-82109https://repositorio.unbosque.edu.co/bitstreams/da3ce9b9-c85b-4be0-9c6c-f5fa36c79f4d/downloadf06af22bfd8636c5201352007ffedf36MD52falseAnonymousREADCarta de autorizacion.pdfapplication/pdf262791https://repositorio.unbosque.edu.co/bitstreams/46695218-e290-42fb-a8f7-bd5e385a8a84/download0ab2fd4cfa3c52e815eb126edefc076aMD56falseBiblioteca - (Publicadores)READAnexo 1 Acta general de aprobacion.pdfapplication/pdf254394https://repositorio.unbosque.edu.co/bitstreams/dd49af81-896a-4bd5-a2b5-4814f9cf4328/download062870295a371bfe9ade2ccba1224c0aMD57falseBiblioteca - (Publicadores)READORIGINALTrabajo de grado.pdfTrabajo de grado.pdfapplication/pdf1180787https://repositorio.unbosque.edu.co/bitstreams/1d1980ef-8913-4a94-afb8-47d7c75c6e17/downloade24b166db6f5098c9c686a4672c24ad0MD54trueAnonymousREAD20.500.12495/18025oai:repositorio.unbosque.edu.co:20.500.12495/180252025-10-30T20:28:56.678638Zhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalopen.accesshttps://repositorio.unbosque.edu.coRepositorio Institucional Universidad El Bosquebibliotecas@biteca.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