LevelLingo: Potenciando el Aprendizaje del Inglés con Gamificación

Abstract

The learning of the English language has become a fundamental skill in the contemporary world, where globalization and interculturality increasingly require communication in foreign languages. In Colombia, however, several challenges persist, such as low levels of English proficiency, traditional teaching methods focused solely on memorization, and limitations in both educational resources and teacher training. Although the government has made efforts through policies such as the National Bilingualism Program, many schools still face structural and didactic difficulties that hinder students from effectively learning the language, especially in areas where innovative methodologies are scarce. This situation directly affects students academic and professional opportunities, also limiting their participation in multicultural and increasingly connected environments. In this context, the main objective of the research was to implement gamification as a didactic strategy to motivate students to learn English. To achieve this, a mixed-method methodological approach was designed, grounded in the participatory action research paradigm, supported by the agile framework Design Thinking model. This made it possible to address the problem from the students perspective, focusing on their needs, and to follow a research process that included three stages: diagnosis, intervention, and evaluation. During the diagnostic phase, questionnaires were applied which revealed low levels of motivation, high anxiety towards the language, and a lack of mastery of basic content. In the intervention phase, an interactive application called LevelLingo was created and implemented. This tool incorporated gamification elements such as levels, challenges, badges, immediate feedback, and adaptive games. It integrated engaging activities developed through platforms such as Genially, Wordwall, Educaplay, and LearningApps, selected for their pedagogical value and their ability to actively involve students. Finally, during the evaluation phase, data were collected through questionnaires and field journals to analyze the effectiveness of the intervention. The results demonstrated that students improved their attitude and motivation towards English language learning. Their participation increased, as did their confidence in using the language and their understanding of vocabulary and basic grammatical structures. Furthermore, students showed greater commitment to academic tasks, and the classroom environment became more dynamic and inclusive. Both the teacher and the students confirmed that the tool was useful and relevant to their educational context. In summary, the integration of gamification through LevelLingo successfully transformed the way English is taught and learned, making it a more meaningful, engaging, and efficient experience. It not only helped improve students linguistic skills, but also proved to be a practical and scalable option for innovating pedagogical practices in schools facing similar challenges. Therefore, it is concluded that gamification, when used with a clear pedagogical purpose, is an effective strategy to motivate and facilitate learning.