Open AccessEscaping from the English classroom. Who will get out first?
Author(s) -
Alexandra Santamaría Urbieta,
Elena Alcalde Peñalver
Publication year - 2019
Publication title -
aloma
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 3
eISSN - 2339-9694
pISSN - 1138-3194
DOI - 10.51698/aloma.2019.37.2.83-92
Subject(s) - mathematics education , context (archaeology) , computer science , english language , field (mathematics) , section (typography) , psychology , second language , linguistics , paleontology , philosophy , mathematics , pure mathematics , biology , operating system
The aim of this study is to present an innovative teaching proposal implemented in the English classroom in a Translation Degree that can be replicated in other disciplines, and to analyse the potential for an activity like this one to have a very positive effect on the way students engage with and learn a second language. The study was based on the hypothesis that the use of an escape room, chosen here from a range of possible gamified activities, could enhance students’ motivation to learn a second language and serve as an enjoyable and cooperative way to help them develop oral and writing skills. This paper opens with a review of relevant research in the field of English language learning and analyses the potential benefits of introducing gamification techniques to the classroom. The next section details the method used in the study, including information about the instrument, the participants and the academic context. The activity implemented is also described. After that, the results of the study are presented and illustrated with examples from the data. Finally, some implications of the study are discussed.