Gamification as a Group Cohesion Tool in the EFL Classroom

Abstract

[eng] This dissertation explores the use of gamification in education as a teaching methodology that has the potential to improve overall group cohesion in English as a Foreign Language (EFL) classes. Gamification is inherently student-centered, allowing them to participate in their learning process actively rather than in a passive manner (Bilgin & Gul, 2020). This methodology has been gaining a lot of popularity, specially in the last two decades, due to data results showing an increasing positive effect on not only academic results, but also on the level of motivation and engagement on students that this method of learning promotes (Lee & Hammer, 2011). Furthermore, gamification has shown direct positive effects on group cohesion levels, making it an interesting contender to be applied in secondary education, where the improvement of student dynamics is of great interest. Gamification strategies are becoming increasingly popular in the EFL field, since it presents an ideal context for this teaching method to be applied in (Dehghanzadeh et al., 2019), and a wide variety of tech-based resources are available for teacher to implement in their classrooms. The aim of this dissertation thesis is to present a teaching proposal designed to use gamification as a tool to improve the group cohesion dynamics within the EFL setting. Special emphasis will be put in using the motivation ang engagement that the collaborative dynamics of gamification teaching provides to help build positive relations among students and strengthen bonds in order to improve the general cohesion of the group. This is specially relevant to secondary education students, since lack of motivation and poor engagement rates are one of the primary issues dealt with in high school settings (Bridgeland, Dilulio, & Morison, 2006). Therefore, in this proposal, gamification is applied as a tool to increase student engagement and participation, which through socializing and collaborating with peers, will improve the group cohesion dynamics of the class. Thus, a teaching proposal for students of EFL with an A2 proficiency level of the language has been created, arranged with six different activities that were designed to use the collaborative dynamics of gamification to improve group cohesion