La implementación del Student Response System (SRS) Kahoot! en las clases de inglés como lengua extranjera y sus efectos en la comprensión lectora

Contenido principal del artículo

Joe Adrián Narváez Paguay
Juan José Santillán

Resumen

El mejoramiento de la interacción entre estudiante y docente ha venido obteniendo mayores progresos gracias al desarrollo tecnológico con la adición de recursos prácticos e instalaciones modernas en instituciones educativas. El uso de sistemas de respuesta basados en juegos para mejorar las habilidades del lenguaje dentro de una clase de inglés como Lengua Extranjera ha reportado ser benéfico principalmente para ciertas destrezas como gramática y estructura de oraciones. ¡En este estudio, la plataforma online de juego Kahoot!  fue usada específicamente para mejorar la destreza de lectura comprensiva a través de un período cercano a tres meses con estudiantes de nivel A2 de la Universidad de Cuenca en Ecuador. La intervención de la página web Kahoot! fue enfocada hacia comprensión y memorización de detalles específicos. El diseño de investigación de este estudio usó un método mixto basado en el método Hipotético-Deductivo en base a instrumentos de recolección de datos, así como el posterior análisis e interpretación de los mismos. Pre y post tests fueron usados para comparar los resultados antes y después de la metodología. Los resultados revelaron un mejoramiento estadístico con efectos favorables en los pre y post tests y también una aceptación general hacia la mencionada metodología. Se sugiere más investigación con respecto al uso de Kahoot!  para propósitos de mejora en la lectura comprensiva y su uso continuo como herramienta de apoyo para recordar detalles específicos de textos, junto con otras subdestrezas que podrían verse beneficiadas de esta metodología dentro del campo de la enseñanza de inglés como Lengua Extranjera.

Descargas

La descarga de datos todavía no está disponible.

##plugins.generic.paperbuzz.metrics##

Cargando métricas ...

Detalles del artículo

Cómo citar
Narváez Paguay, J. A., & Santillán, J. J. (2021). La implementación del Student Response System (SRS) Kahoot! en las clases de inglés como lengua extranjera y sus efectos en la comprensión lectora. INNOVA Research Journal, 6(2), 1-21. https://doi.org/10.33890/innova.v6.n2.2021.1655
Sección
Educación
Biografía del autor/a

Juan José Santillán, Universidad de Cuenca

Juan José Santillán Iñiguez. Magíster en la Enseñanza del Idioma Inglés como Lengua Extranjera, por la Universidad Técnica de Ambato. Afiliación: Docente de Inglés como Lengua Extranjera en la Facultad de Ciencias de la Hospitalidad, y docente de Sintaxis del Inglés y de Literatura Inglesa en la Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros de la Universidad de Cuenca. Líneas de Investigación: literature and poetry in language learning, linguistics in language learning, y afines.

Citas

Syad Azhar (2005). Function and Benefits of Learning Media, 15-16. June 13, 2018, from https://educationlearning.wordpress.com/2009/01/16/function-and-benefits-of-learning-media/

Bernal, C. (2010). Metodología de la Investigación, (3ª ed.) Bogotá, Colombia: Pearson

Bicen, H. & Kocakoyun (2018). Perception of Students for Gamification Approach: Kahoot as a Case Study. iJET , 13, 72. http://dx.doi.org/10.3991/ijet.v13i02.7467

Cheung, A., & Slavin, R. (2012). How features of educational technology programs affect student reading outcomes: a meta-analysis. Educational Research Review, 7(3), 198– 215. http://dx.doi.org/10.1016/j.bbr.2011.03.031

Chotimah, Ima Chusnul, and Muhammad Farhan Rafi. 2018. “The effectiveness of using kahoot as a media in teaching reading.” Jurnal ELink 5(1):19. https://doi.org/10.30736/ej.v5i1.44

Cojocnean, D. (2016). Factors determining students’ low usage of mobile tools in their English vocabulary learning. Porta Linguarum, Monograph, 1, 31–43.

Cronquist, K. & Fiszbein, A. (2017). English Language Learning in Latin America. Retrieved from https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America- Final-1.pdf

Cutts, Q., Kennedy, G., Mitchell, C., & Draper, S. (2004). Maximizing dialogue in lectures using group response systems. CATE

Dellos, R. (2015). Kahoot! A Digital Game resource for learning. International Journal of Instructional Technology and Distance Learning, Vol 12 (4), 49-52.

Duman, G., Orhon, G., & Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287

EF EPI (2019). EF English Proficiency Index – EF Education First. English and Society. Retrieved from: https://www.ef.com.ec/epi/regions/latin-america/ecuador/

Gheitasi, P. & Lindgren, E. (2015). Broadening the understanding of the language classroom: Mixed Methods. In Lindgren, E. & Enever, J. (Eds.), Språkdidaktik: Researching Language Teaching and Learning (pp. 21 –30). Umeå: Umeå University. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107666

Gilmanova, A., Nikitina, S., & Khasanova, N. (2016). Using authentic literature to teach reading at EFL classes. (2016), 8. http://www.ijhcs.com/index.php/ijhcs/index

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Gunn, B., Smolkowski, K., Biglan, A., Black, C., & Blair, J. (2005). Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students. The Journal of Special Education, 39(2), 66–85. http://doi.org/10.1177/00224669050390020301

Heyer, S. (1996). True Stories in the News: A Beginning Reader (2nd edition). Addison Wesley Longman Publishing Company.

Hou, Y. (2018). Integration of Kahoot into EFL Classroom. In C. Stephanidis (Ed.), HCI International 2018 – Posters’ Extended Abstracts (Vol. 852, pp. 31–37). https://doi.org/10.1007/978-3-319-92285-0_5

Huang, S. (2015). Mixed-method research on learning vocabulary through technology reveals vocabulary growth in second-grade students. Reading Psychology, 36(1), 1–30. https://eric.ed.gov/?id=EJ1042778

Lin, Debbita Tan Ai, and Manjet Kaur. (2018). “Kahoot! It: Gamification in Higher Education.” 18. https://www.researchgate.net/publication/320182671_Kahoot_It_Gamification_in_Higher_Education

Ismail, M. & Mohammad, J. (2017). Kahoot: A promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26. https://doi.org/10.21315/eimj2017.9.2.2

Kondal, B., & Prasad, V. (2016). Developing Language Skills Through MALL Among the Professional Students. 4(4), 6. https://www.researchgate.net/publication/294260160_Developing_Language_Skills_through_MALL_among_the_Professional_Students

Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis, (Ed.) Implicit and explicit learning of languages (p. 45-77). London: Academic Press

Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann.

Krashen, S. (2004). The power of reading. Portsmouth, NH: Heinemann and Westport: Libraries Unlimited.

Krashen, S. (2009). Principles and Practice in Second Language Acqusition. Oxford: Pergamon Press.

Krashen, S. (2018). The Conduit Hypothesis: How Reading Leads to Academic Language Competence Language. Retrieved from http://www.sdkrashen.com/content/articles/2018_the_conduit_hypothesis.pdf

Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., & Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007-480). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Lee, C. (2017) The Research on the Learning Effect by integrating an Online Instant Response System into Earth Science Teaching-A Case Study for the Middle School Students from the Rural Area. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.

Lee, K. (2008) Webquests in the english classroom: how do they affect student learning? Retrieved from https://cdr.lib.unc.edu/indexablecontent/uuid:1f08f80a-492f-44e6-b5ec-6971541ecce7

Licorish, S., Owen, H., Daniel, B., & George, J. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9–31. https://doi.org/10.1186/s41039-018-0078-8

Lieberman, D. What can we learn from playing interactive games? In: Vorderer, P., Bryant, J. (eds.) Playing Video Games: Motives, Responses, and Consequences, pp. 379– 397.

Lin, T. (2016). The Effect of Integrating Feedback and Signaling Design with Tablet IRS on College Students’ Situational Interest and Attention. Unpublished master’s thesis, National Chiao Tung University, Hsinchu, Taiwan

Lysenko, L., & Abrami, P. (2014). Promoting reading comprehension with the use of technology. Computers and Education, 75, 162–172. https://doi.org/10.1016/j.compedu.2014.01.010

Mackay, S. (2010). Researching Second Language Classrooms. New York: Routledge.

Medina, E., & Hurtado, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441–449.

Mikhailov, S. (2001). Retrieved August, 2019, from http://www.ababasoft.com: http://www.ababasoft.com

Morgan, D. (1997). Focus groups as qualitative research (London: Sage).

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00–4754). Retrieved from. National Institute of Child Health & Human Development Website http://www.nichd.nih.gov/publications/pubs/nrp/ pages/report.aspx.

Pede, J. (n.d.) “The Effects of the Online Game Kahoot on Science Vocabulary Acquisition.” 51.

Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95,667–686. http://dx.doi.org/10.1037/0022-0663.95.4.667

Qiu, M., & Bai, Z. (2013, March). http://219.142.121.14:8801/lunwen/files/ Papers/papergccce/141. pdf. Retrieved August, 28, 2019, from http://219.142.121.14:8801/.

RAND Reading and Study group (2002). Reading for Understanding. Toward an R&D Program in Reading Comprehension. https://www.rand.org/pubs/monograph_reports/MR1465.html

Reynolds, R., Taylor, M., Steffensen, M., Shirey, L., & Anderson, R. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 17(3), 353–366. https://doi.org/10.2307/747524

IEduNote (2017). Seven Reading Techniques for Increasing Learning & Knowledge. https://www.iedunote.com/reading-techniques

Shanahan, T. (2005). Learning Point Associates/North Central Regional Educational Laboratory. Chicago: University of Illinois.

Snow, C. (2002). Reading for Understanding. Toward an R&D program in Reading Comprehension. RAND Reading Study Group. Science and Technology Policy Institute.

Subramaniam, K. (2012). How webquests can enhance science learning principles in the classroom. Clearing House, 85(6), 237-242. http://dx.doi.org/10.1080/00098655.2012.698323

Wang, A., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European conference on game-based learning, reading (pp. 737–748). Reading, UK.

Wang, C. (2016). The Design and Implementation of Team-Game-Tournament with Instant Feedback System into a University Course. Unpublished master’s thesis, Tamkang University, New Taipei City, Taiwan.

Wang, Y. (2017). The effectiveness of integrating teaching strategies into IRS activities to facilitate learning: Interactive response system interventions. Journal of Computer Assisted Learning, 33(1), 35-50. https://doi.org/10.1111/jcal.12164

Wash, P. D. (2014). Taking advantage of mobile devices: Using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99–101. https://doi.org/10.14434/jotlt.v3n1.5016

Wells, J. (2011). Motivate students to engage in word study using vocabulary games. Intervention in School and Clinic, 45-49.

Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through intervention of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.

Wolf-Wendel L., Ward K. and Kinzie J. (2009) A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development 50(4): 407–28. http://www.dx.doi.org/10.1353/csd.0.0077

Yang, T. (2017). An Elementary Educational Study on Chinese Stroke Real-Time Response System. Unpublished master’s thesis, National Taichung University of Education, Taichung, Taiwan.

Young, E. (2005). The Language of Science, the language of students: Bridging the gap with engaged learning vocabulary strategies. Science Activities, 42(2),12-17.

Zimmerman, B. & Schunk, D. (2011). Self-regulated learning and performance: an introduction and overview. In
B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self- regulation and performance (pp. 1–12). New York: Routledge.

Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.