Systematizing gamified EFL teaching during the practicum: toward more effective and engaging learning experiences

Abstract

This working paper examines how the systematization of a gamified teaching experience contributes to improving pedagogical practices in English as a Foreign Language (EFL) during the teaching practicum. Using a qualitative and interpretive approach based on the systematization of educational experiences, the study reconstructs and critically analyzes the implementation of gamified lessons with fifth-grade students at Metropolitano del Sur public school in Bucaramanga, Colombia. Documentary sources, reflective journals, mentor observations, and classroom artifacts were used to understand the pedagogical process. Findings indicate that gamification can enhance students’ participation, motivation, and willingness to communicate in English when game elements are aligned with communicative objectives and supported by formative feedback. The study highlights the importance of reflective practice and contextual adaptation, showing that systematization transforms lived experiences into professional knowledge that can guide future EFL teaching practices.