Educaplay as a tool to potentiate English vocabulary retention and learning

Alba Vargas-Saritama; Verónica Soledad Espinoza Celi

doi:10.31637/epsir-2024-614

Autores/as

Alba Vargas-Saritama Universidad Técnica Particular de Loja https://orcid.org/0000-0002-6751-719X
Verónica Soledad Espinoza Celi Universidad Técnica Particular de Loja https://orcid.org/0000-0002-5691-6240

DOI:

https://doi.org/10.31637/epsir-2024-614

Palabras clave:

Digital activities, Educaplay, English, interactive, learning, learners, platform, vocabulary

Resumen

Introduction: A lack of vocabulary poses a major barrier to mastering English, often leading to communication challenges. Technology can support and facilitate the teaching-learning process, notably in the acquisition of a foreign language. Thus, this research explores the impact of Educaplay, on vocabulary acquisition among EFL high school students in southern Ecuador. Methodology: This study applied a quasi-experimental design, with a sample of 60 high school students, selected through a purposeful method. To collect data a pre-test, post-test, an observation checklist, and graded vocabulary activities were employed. The significance was measured with t-student and ANOVA. Results: Educaplay evidenced to be an effective technological tool to support students' retention and improvement of vocabulary as shown by the p-value of 4.86e-15 and the F-value (49.000) and p-values (0.000). Discussion: Implementing interactive and engaging activities through Educaplay and aligned with the teacher's guidance allowed participants to increase their vocabulary, thus they understood when and how to use different terms and the correct spelling of these words. Conclusion: Participants improved their vocabulary proficiency and increased their motivation to study this language. Additionally, the findings unveil that incorporating Educaplay in the classroom promoted a productive and interactive learning environment.

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Biografía del autor/a

Alba Vargas-Saritama, Universidad Técnica Particular de Loja

Profesora de Inglés, Maestría en Ciencias de la Educación con énfasis en Enseñanza del Inglés como Lengua Extranjera de Nova Southeastern University. Maestría en Educación a Distancia de la Universidad Técnica Particular de Loja (UTPL). Con más de 15 años de experiencia como educadora secundaria y universitaria, actualmente se desempeña como Profesora de Inglés en la UTPL. Ex Directora del Programa de Capacitación en Inglés. Sus intereses de investigación incluyen varios aspectos de la enseñanza y aprendizaje de EFL, tecnología en EFL, y currículo y diseño de idiomas. Sus intereses de investigación se centran en las metodologías de enseñanza del inglés como lengua extranjera, particularmente en contextos de educación secundaria y superior. Su trabajo a menudo examina el contexto educativo ecuatoriano, explorando formas de mejorar la enseñanza y el aprendizaje del inglés en Ecuador.

Verónica Soledad Espinoza Celi, Universidad Técnica Particular de Loja

Tiene una Maestría en «Gestión y Liderazgo Educativo» y una Maestría en Pedagogía de Lenguas Nacionales y Extranjeras, Especialización en Enseñanza del Inglés en la Universidad Técnica Particular de Loja. Es profesora de inglés en la Universidad Técnica Particular de Loja (UTPL) en ambas modalidades (presencial y a distancia). Autora y coautora de artículos en revistas indexadas. Sus trabajos suelen explorar el contexto educativo ecuatoriano, desde los niveles de educación primaria hasta superior. Miembro del comité de calidad del programa de Pedagogía en Lenguas Nacionales y Extranjeras del 2017 al 2023.

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