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-2026-2452

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 for English language acquisition in seventh-year students of the professional Foreign Languages programme at a public university. Methodology: A quantitative strategy with an explanatory approach and pre-experimental design was used. Data collection was carried out using a pre-test and post-test using the ECCE (B2) exam. The sample, consisting of 29 students, was selected by non-probabilistic convenience sampling. Results: In the initial assessment, most students had low levels of listening and reading comprehension (44.83%; 51.72%; 34.48%). After the intervention, the pass rates increased to 51.72%, 34.48% and 44.84%. Statistical analysis using Student's t-test yielded a p-value of 0.000, indicating a significant difference after applying gamification. Discussion: These results demonstrate the positive impact of gamification as a teaching strategy for improving receptive English language skills. Conclusions: Gamification promotes practice, support and assessment in the English language learning process, proving to be an effective tool for strengthening language skills in university educational contexts.

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Author Biographies

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

He holds a degree in Education, specializing in Foreign Languages ​​and Translation and Interpreting. He holds a PhD in Education with a specialization in Educational Management, two postdoctoral degrees in Qualitative Research and Research Methodology, and master's degrees and minors in Education, Research, and English. He has experience in educational research projects and serves as a Research Incubator Mentor. Recognized as Top English Teacher-Peru and Champion Teacher 2020 by the Ministry of Education and the British Council, he is also a CONCYTEC Level II research professor. 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

Bachelor's degree in Education, specialising in Foreign Languages and Translation and Interpreting. PhD candidate in Education at the Private University of Tacna. He is a dedicated English teacher with more than 10 years of experience in the field of education. He has distinguished himself through his commitment to teaching English, providing his students not only with linguistic knowledge, but also with cultural and communication tools that are fundamental to their personal and professional development.

Domingo Nicolás Pérez Yufra, Jorge Basadre Grohmann National University

Bachelor's degree in Educational Sciences - Foreign Language Specialization, with a Master's degree in University Teaching and Educational Management from the Private University of Tacna, Peru. He holds a PhD in Education from the Jorge Basadre Grohmann National University. He specializes in Pedagogy for appointed teachers in Peruvian public schools. He specializes in English: Exceptional Teacher - King's College London, London, England. He has experience in university teaching and management positions. He is a university professor.

Evelyn Jeanne Pablo Pinto, Jorge Basadre Grohmann National University

Bachelor's degree in Education, specializing in Mathematics, Computer Science, and Information Technology. PhD in Education with a minor in Educational Management. Full Professor at UNJBG. Principal of Primary School. Her research focuses on computing and information technology.

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Published

2025-09-25

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-2026-2452

Issue

Vol. 11 (2026)

Section

Cover articles

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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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