The use of Gamification for English language assessment in Higher Education: an innovative perspective

Autores

DOI:

https://doi.org/10.5281/zenodo.8302324
Palavras-chave: Teaching and Learning, Gamified Assessment, Digital Technologies, Gamification, English Language

Resumo

Assessment within the context of Higher Education plays a pivotal role in the educational process, as its main objective is to gauge students' progress and knowledge acquisition. However, traditional assessment approaches are often perceived as monotonous and demotivating, leading to a lack of engagement and unsatisfactory outcomes. In the era of Digital Technology, which brings forth new perspectives across various aspects of human life, Gamification emerges as an innovative proposal capable of transforming educational practices. This article aims to analyze the effects of Gamification on the assessment of English language teaching and learning in Higher Education. Methodologically, we conducted a quantitative and qualitative descriptive study, employing a case study approach. The research involved two sixth-semester undergraduate students majoring in Portuguese and English at an institution of Higher Education in Recife. Additionally, a participating English language professor and ten randomly selected English language teachers were interviewed through semi-structured digital interviews. Our strategies encompassed: (i) observation of sixth-semester English language classes, (ii) conducting semi-structured interviews with both students and teachers of English, (iii) development of the Gamified Assessment, (iv) implementation of the Gamified Assessment during the Teaching and Learning process, and (v) conducting follow-up semi-structured interviews with students after the conclusion of the Gamified Assessment. The results confirm the effectiveness of the Gamified Assessment in enhancing English language teaching, learning, and evaluation in Higher Education

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Biografia do Autor

Roseli Wanderley de Araújo Serra, Universidade Católica de Pernambuco - UNICAP

PhD  student in Language Sciences from the Catholic University of Pernambuco (2021). Master's degree in Language Sciences from the Catholic University of Pernambuco (2020). Postgraduate degree in Applied Linguistics for Teaching English from Frassinetti College of Recife (1999). Bachelor's degree in Psychology from the Catholic University of Pernambuco (1986) and in Letters from Frassinetti College of Recife (1998). Teacher trainer, postgraduate professor at FAMASUL, and educational consultant. Currently working as an educational mentor at Kanttum. 

Josemeiere Caetano da Silva, Universidade Católica de Pernambuco - UNICAP

PhD student in Language Science at the Catholic University of Pernambuco, CAPES/PROSUC scholarship holder. Master's degree in Language Sciences from the Catholic University of Pernambuco. Currently, a member of the research group GETE (Genres, Text, and Teaching) and a tenured teacher at the Department of Education of Pernambuco. Has experience in the field of Languages, with a focus on Portuguese and English. Invited professor at FAMASUL, teaching in the postgraduate program (Teaching of Portuguese Language and Literature). Founder and teacher of the course "The Art of Writing".  

Roberta Varginha Ramos Caiado, Universidade Católica de Pernambuco - UNICAP

Post-doctorate in Applied Linguistics from UCPEL in 2016, PhD in Education from UFPE. Master's degree in Letters/Linguistics from UFPE. Bachelor's degree in Letters from the Pontifical Catholic University of Goiás - PUC Goiás. Professor/Researcher at the Catholic University of Pernambuco. Researcher at NEHTE – UFPE. 

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Publicado em

31 de agosto de 2023

Como Citar

SERRA, R. W. de A. .; SILVA, J. C. da .; CAIADO, R. V. R. . The use of Gamification for English language assessment in Higher Education: an innovative perspective . Revista Letras Raras, Campina Grande, v. 12, n. 2, p. 157–181, 2023. DOI: 10.5281/zenodo.8302324. Disponível em: https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/997. Acesso em: 4 nov. 2024.

Seção

Ensino de línguas por meio da gamificação: novas perspectivas e inovação

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