The Influence of the Pictionary Game on Oral Participation in an EFL Classroom for 1st- year high school students in Cuenca, Ecuador

Abstract

Gamification is a strategy that enhances English learning effectively in students. Incorporating games in the classroom fosters a proper and enriching classroom environment in which students play an indispensable role. For this reason, this research aimed to describe the influence of the Pictionary game in oral participation in an EFL classroom for 1st-year high school students in Cuenca, Ecuador. The methodology used was a qualitative approach with a socio-constructivist paradigm focused on action research. The technique was based on participant observation, and the instruments used were: checklists and video recordings. The study sample of 124 students at the first baccalaureate level will be used among Female and male students of three different parallels at a public institution in Cuenca, Ecuador, an urban city. After applying the instruments and data analysis, it was concluded that the students participated actively during the intervention through the Pictionary game. Likewise, the game was helpful for the development of communicative ability in English and the vocabulary that the students learned during each class session.