The use of gamification in assessing receptive English language skills according to international standards in higher education students

Authors

DOI:

https://doi.org/10.31637/epsir-2026-2262

Keywords:

language learning, English, students, university, international examination, gamification, receptive skills, educational technology

Abstract

Introduction: This study aims to evaluate the effect of gamification on receptive skills in English language acquisition among students in the VII cycle of the Foreign Languages professional programme at a public university. Methodology: A quantitative, explanatory and pre-experimental design approach was used, applying a pre-test and a post-test based on the ECCE exam (B2). The sample of 29 students was selected by non-probability convenience sampling. Results: At the initial assessment, most students showed low levels in listening and reading comprehension (44.83%; 51.72%; 34.48%). After the intervention, passing levels increased to 51.72%, 34.48% and 44.84%. Statistical analysis with Student's t-test for related samples yielded a p-value of 0.000, demonstrating a significant effect of gamification on receptive skills. Discussion: The results indicate that gamification is effective in improving listening and reading comprehension performance in English, suggesting its potential as a teaching tool. Conclusions: Gamification has a positive and significant impact on the practice, support and assessment of English language acquisition, reinforcing its usefulness in university educational contexts.

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Author Biographies

Kevin Mario Laura de la Cruz, Jorge Basadre Grohmann National University

Degree in Education, specialising in Foreign Language and Translation and Interpreting. He holds a PhD in Education with a specialisation in Educational Management, two post-doctorates in Qualitative Research and Research Methodology, as well as master's degrees and second specialisations in Education, Research and English. He has experience in educational research projects and is a Mentor of Research Semilleros. Recognised as Top English Teacher-Peru and Champion Teacher 2020 by MINEDU and the British Council, he is also a CONCYTEC research professor - Level II. His career stands out for its focus on scientific production and educational management, as well as his commitment to academic and professional development in the field of education.

Jorge Lizandro Choque Quispe, Universidad Privada de Tacna

Degree in Education, specialising in Foreign Language and Translation and Interpreting. Doctorate in Education from the Universidad Privada de Tacna. He is a dedicated English teacher with more than 10 years of experience in education. He has stood out for his commitment to teaching English, providing his students not only with linguistic knowledge, but also with cultural and communicative tools that are fundamental for their personal and professional development.

Domingo Nicolás Pérez Yufra, Jorge Basadre Grohmann National University

B.A. in Education - Foreign Language, Master in University Teaching and Educational Management from the Universidad Privada de Tacna - Peru. Graduated from the Doctorate in Education at the National University Jorge Basadre Grohmann. Specialisation in Pedagogy for teachers appointed to Peruvian public schools - Specialisation in English: Exceptional Teacher - King's college London - London - England. Experience in university teaching and management positions. University teacher.

Evelyn Jeanne Pablo Pinto, Jorge Basadre Grohmann National University

Degree in Education, specialising in Mathematics, Computing and Computer Science. Doctor in Education with a specialisation in educational management. Ordinary teacher at the UNJBG. Director of Primary Education School. Lines of research oriented to computing and Informatics.

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Published

2025-07-17

How to Cite

Laura de la Cruz, K. M., Choque Quispe, J. L., Pérez Yufra, D. N., & Pablo Pinto, E. J. (2025). The use of gamification in assessing receptive English language skills according to international standards in higher education students. European Public & Social Innovation Review, 11, 1–25. https://doi.org/10.31637/epsir-2026-2262

Issue

Vol. 11 (2026)

Section

MISCELLANEOUS

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Copyright (c) 2025 Kevin Mario Laura de la Cruz, Jorge Lizandro Choque Quispe, Domingo Nicolás Pérez Yufra, Evelyn Jeanne Pablo Pinto

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