Percepciones acerca de una experiencia gamificada para consolidar la gramática inglesa a partir de memes

Neus Frigolé Pujol; Ferran Gesa; Maria del Mar  Suárez

doi:10.4995/lyt.2024.19468

Autores/as

Neus Frigolé Pujol Universitat de Barcelona https://orcid.org/0000-0003-0254-9278
Ferran Gesa Universitat de Barcelona https://orcid.org/0000-0003-1775-3212
Maria del Mar Suárez Universitat de Barcelona https://orcid.org/0000-0002-1741-7596

DOI:

https://doi.org/10.4995/lyt.2024.19468

Palabras clave:

aprendizaje informal, enseñanza de una segunda lengua, gramática, juego educativo, lengua extranjera

Resumen

La enseñanza de la gramática necesita de enfoques más innovadores que motiven el alumnado a aprender dicha competencia lingüística, por ejemplo, usando géneros más informales. Este estudio tiene como objetivo determinar las percepciones del estudiantado universitario acerca de los memes (un género informal) como herramienta para consolidar el aprendizaje de la gramática en el aula de lengua extranjera. Durante un cuatrimestre, 74 estudiantes de los grados en Maestro de Educación Infantil y Primaria participaron en una experiencia gamificada en la que los memes se usaron como complemento al enfoque Just-in-Time Teaching (JiTT). El alumnado escogió (rondas 1 y 2) o creó (ronda 3) un meme relacionado con el punto gramatical previamente trabajado mediante JiTT. En cada ronda, el profesorado subió los memes a una cuenta de Instagram y se pidió a los/as participantes que votaran el mejor meme, pudiendo obtener premios a corto y largo plazo por ello. Al final del cuatrimestre, el estudiantado respondió un cuestionario sobre la gamificación y el uso de los memes como herramienta para consolidar su aprendizaje gramatical. Los resultados muestran que el alumnado valoró la experiencia positivamente, considerándola divertida y motivadora a la vez que un buen complemento a la metodología JiTT.

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Citas

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