Diseño del storyboard: "English Explorer" para mejorar los niveles de motivación en el área de inglés en estudiantes de quinto grado de básica primaria en dos instituciones del sector oficial de Cundinamarca.

Abstract

This research proposal arises in response to an issue observed in two educational settings in the department of Cundinamarca—one rural and one urban—where fifth-grade students demonstrated low levels of motivation and participation in English classes, primarily due to the use of traditional teaching methods that were unengaging and disconnected from the students’ interests. This situation led to disinterest, limited classroom interaction, and difficulties in acquiring the English language, negatively impacting students’ academic performance. In response to this need, the research aimed to design and implement a gamified, storyboard-based teaching strategy called “English Explorer,” designed to improve motivation levels in English classes. The proposal was grounded in gamification as an innovative pedagogical strategy that incorporates elements typical of games—such as challenges, missions, badges, rewards, characters, and narrative—with the aim of strengthening students’ interest and engagement during the foreign language learning process, thereby promoting more active and meaningful participation in the classroom. The “English Explorer” teaching strategy was structured around an interactive storyboard that incorporated sequential activities related to English language learning, in which students tackled challenges that encouraged language practice in a dynamic, collaborative, and participatory environment, transforming the traditional classroom into a motivating learning space supported by technological resources and an active teaching methodology.The study was conducted using a qualitative action research approach, which made it possible to analyze the students’ experiences, perceptions, and behaviors throughout the intervention process. To this end, data collection techniques included participant observation, interviews, and Likert-scale surveys, which enabled the analysis and interpretation of changes in students’ motivation levels and their participation in the program. The results showed a significant increase in students’ motivation, interest, and participation in English class, strengthening collaborative work and fostering a greater willingness to engage in the proposed activities, thereby demonstrating that the gamified strategy “English Explorer” is effective in fostering a more dynamic, motivating, and meaningful learning environment.