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

• Narváez Paguay, Joe Adrián ; Santillán, Juan José ^[1]
  1. [1] Universidad de Cuenca

     Universidad de Cuenca

     Cuenca, Ecuador

     
• Localización: INNOVA Research Journal, ISSN-e 2477-9024, Vol. 6, Nº. 2, 2021 (Ejemplar dedicado a: (Mayo - Agosto, 2021)), págs. 1-21
• Idioma: español
• DOI: 10.33890/innova.v6.n2.2021.1655
• Títulos paralelos:
  • The implementation of the Student Response System (SRS) Kahoot! in EFL classes and its effects on reading comprehension
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    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.

  • English

    Improvement of teacher-student class interaction has been obtaining greater progresses thanks to technological development with the addition of practical resources and modern facilities in educational institutions. The use of game-based response systems for enhancing language skills inside an EFL classroom has reported benefits mainly for certain particular skills like grammar and sentence structuring.  In this study, the online gaming platform Kahoot! was used specifically for enhancing the reading comprehension skill through a period of nearly three months on students of A2 level from Universidad de Cuenca in Ecuador. The intervention of the Kahoot! website focused on the comprehension and remembering of specific details by means of quizzes. The research design of this study used a mixed-method based on the Hypothetico-Deductive approach to research and data collection instruments, as well as their further analysis and interpretation. Pre and posttests were used in order to compare the results before and after the methodology. The outcomes revealed a statistical improvement with favorable effects regarding the pre and posttests and also a general learner acceptance towards the stated methodology. Further research is suggested on the use of Kahoot! for reading comprehension improvement purposes and its continuous use as a supporting tool for remembering specific details of texts, together with other subskills which could possibly be benefitted from this methodology in the field of EFL instruction.

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