Educaplay as a tool to potentiate English vocabulary retention and learning

Alba Vargas-Saritama; Verónica Soledad Espinoza Celi

doi:10.31637/epsir-2024-614

Authors

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

Keywords:

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

Abstract

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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Author Biographies

Alba Vargas-Saritama, Universidad Técnica Particular de Loja

She is an English professor, Master of Science in Education Education with a focus on Teaching English as a Foreign Language from Nova Southeastern University. Master’s in Distance Education from Universidad Técnica Particular de Loja (UTPL). With over 15 years of experience as a high school and university educator, currently serving as an English Professor at UTPL. Former Director of the English Training Program. Research interests include various aspects of EFL teaching and learning, technology in EFL, and language curriculum and design. Her research interests focus on English as a Foreign Language teaching methodologies, particularly in secondary and higher education settings. Her work often examines the Ecuadorian educational context, exploring ways to enhance English language teaching and learning in Ecuador.

Verónica Soledad Espinoza Celi, Universidad Técnica Particular de Loja

She has a Master's degree in "Educational Management and Leadership" and a Master's in Pedagogy of National and Foreign Languages, Specialization in English Teaching at Universidad Técnica Particular de Loja. She is an English professor at the Universidad Técnica Particular de Loja (UTPL) in both modalities (face-to-face and distance). Author and co-author of articles in indexed journals. Her work often explores the Ecuadorian educational context, from primary to higher education levels. Member of the quality committee for the National and Foreign Languages Pedagogy program from 2017 to 2023.

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