The impact of self-development competitiveness-oriented tasks on Spanish learners’ motivation in foreign language teaching

Kyoko Ito-Morales; Jerónimo Morales-Cabezas

doi:10.30827/portalin.vi43.30327

Autores/as

Kyoko Ito-Morales Universidad de Granada https://orcid.org/0000-0001-9095-8797
Jerónimo Morales-Cabezas Universidad de Granada https://orcid.org/0000-0002-3446-620X

DOI:

https://doi.org/10.30827/portalin.vi43.30327

Palabras clave:

enseñanza de lenguas extranjeras; competitividad; estrategias de motivación; gamificación significativa; tecnologías de la información y la comunicación

Resumen

El cambio drástico de las clases tradicionales predominantemente presenciales a la enseñanza virtual o híbrida, introducido tras la pandemia del COVID-19, nos insta a cuestionar nuestra práctica docente y los materiales para mantener o mejorar los incentivos de los estudiantes, ya que su motivación es una fuerza poderosa para el aprendizaje incremental. Por otra parte, las tendencias educativas recientes parecen fomentar la evitación de la competencia por edad. Sin embargo, desde un punto de vista teórico, los materiales de aprendizaje competitivo orientados a la superación personal y significativamente gamificados tienen la posibilidad de ser materiales significativamente útiles para activar la motivación instintiva de los estudiantes. Partiendo de este supuesto, este estudio pretende explorar el potencial de los ejercicios en línea con Moodle, que incorporan las teorías de la gamificación significativa y la competitividad orientada a la superación personal, para motivar a los estudiantes, favorecer un mejor rendimiento y servir como fuente de disfrute en el aprendizaje. A partir de los datos recogidos en una universidad española, se realizaron análisis cuantitativos y cualitativos. Nuestros resultados revelan que los ejercicios en línea ayudaron a los estudiantes a obtener resultados satisfactorios.

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Biografía del autor/a

Kyoko Ito-Morales, Universidad de Granada

Full-time Associate Professor at University of Granada. She obtained PhD in Social Science (University of Granada, Spain), MA in Human Right (Essex University, UK) and BA in Liberal Arts (International Christian University, Japan). She developed researches in Pontificia Universidad Católica de Chile (Chile), Chulalongkorn University (Thailand) and Osaka University (Japan). She has worked at NGOs related to the issues of human trafficking, minority rights, rights for children refugees and immigrant rights. Her research interests are Japanese society and politics, human rights in Asia and teaching of Japanese as a foreign language and its culture. She belongs to the Research Group DLEx HUM-1011 (Didáctica de las Lenguas Extranjeras), Asociación de Estudios Japoneses en España (AEJE), Asociación Española de Estudios de Asia Oriental (AEEAO) and European Association for Japanese Studies (EAJS). She is currently Steering Committee member of APJE (Spanish Association for Professor of Japanese).

Jerónimo Morales-Cabezas, Universidad de Granada

Doctor en Filología, Profesor Titular del Departamento de Didáctica Lengua y Literatura de la Universidad de Granada (UGR). Coordinador del Máster Oficial ELE de la UGR y Profesor del Máster Oficial ELE a distancia de la Universidad de Jaén. Investigador en el proyecto de excelencia "Videojuegos educativos para las aulas TIC", así como en el proyecto europeo EU-SPEAK-3 para inmigrantes. Miembro del Grupo de Investigación DLEx (Didáctica de las Lenguas Extranjeras) del Sistema Andaluz de Investigación.
Intereses: Español como lengua extranjera; TIC

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