Use of audiogames as a strategic tool for teaching English as a Foreign Language skills in Ecuadorian higher education

Abstract

The purpose of this study was to analyze the effectiveness of audiogames as a strategic tool for teaching English language skills in Ecuadorian higher education. The participants were 90 distance students registered in two courses of an English Integrated Skills class, which is included in the English Major offered by Universidad Tecnica Particular de Loja. The students belonged to an A2 level according to the Common European Framework of Reference for Languages (CEFR). The research was conducted through a mixed approach in which a diagnostic questionnaire was first administered to determine the participants’ learning needs. Subsequently, a pedagogical intervention was carried out by two instructors for a 14-week period. This process included academic monitoring and personalized feedback. At this intervention, 30 matching audiogames were carefully designed and used in both courses. Once this stage finished, a students’ perceptions questionnaire was applied and an interview was conducted to teachers who were in charge of using these games as a supplementary resource in their classes. The results demonstrated that gamification through audiogames is highly effective since they have the potential to strengthen both, productive and receptive English as a Foreign Language (EFL) skills, especially the listening ability. In addition, the use of audiogames improves students’ learning experience, encourages autonomous learning, and helps them to be actively involved in academic activities, thus improving their attention, participation and reflection.