Metodologías combinadas en la enseñanza de una segunda lengua.
La aplicación del aprendizaje espaciado, la gamificación y las TIC en la adquisición de vocabulario.
DOI:
https://doi.org/10.58210/ri3703Palavras-chave:
Metodologías de aprendizaje, Aprendizaje espaciado, Gamificación, TIC, Vocabulario, Aprendizaje de idiomas, Enseñanza de inglésResumo
Este artículo analiza la efectividad del aprendizaje espaciado junto a otras metodologías como la gamificación y el uso de las TIC en la adquisición del vocabulario, específicamente en la materia de inglés en Educación Primaria. Se hace desde una revisión sistemática de la bibliografía publicada entre 2009 y 2024, sin excluir referencias de otras obras influyentes y de rigor histórico. Su objetivo ha sido recopilar y analizar los estudios de mayor relevancia encontrados sobre la efectividad de las metodologías mencionadas enfocadas a la obtención de vocabulario en inglés como lengua extranjera, evaluando sus posibles efectos en el alumnado de cuarto curso de Educación Primaria. Se ha realizado un estudio exhaustivo de cada una de estas metodologías, a nivel individual y combinadas entre sí. Como conclusión de esta investigación se puede afirmar que la utilización combinada de estas herramientas mejora notablemente la adquisición de vocabulario. El contenido de este informe aporta una fundamentación teórica sólida sobre la cual en el futuro se podrán diseñar y realizar propuestas de intervención educativa basadas en las metodologías estudiadas
Referências
Álvarez-Gayou Jurgenson, J. L. Cómo hacer investigación cualitativa: Fundamentos y metodología. Paidós Educador, 2003.
Alsawaier, R. S. “The Effect of Gamification on Motivation and Engagement.” International Journal of Information and Learning Technology 35, no. 1 (2018): 56–79. https://doi.org/10.1108/ijilt-02-2017-0009.
Assar, S. “Information and Communications Technology in Education.” In International Encyclopedia of the Social & Behavioral Sciences, 2nd ed., vol. 12, edited by J. D. Wright, 66–71. Elsevier, 2015.
Ašeriškis, D., y R. Damaševičius. “Gamification Patterns for Gamification Applications.” Procedia Computer Science 39 (2014): 83–90. https://doi.org/10.1016/j.procs.2014.11.013.
Badampudi, D., C. Wohlin, y K. Petersen. “Experiences from Using Snowballing and Database Searches in Systematic Literature Studies.” Evaluation and Assessment in Software Engineering 17 (2015): Article 10. https://doi.org/10.1145/2745802.2745818.
Baddeley, A. D. Human Memory: Theory and Practice. Rev. ed. Psychology Press, 1997.
Bahrick, H. P., y L. K. Hall. “The Importance of Retrieval Failures to Long-Term Retention: A Metacognitive Explanation of the Spacing Effect.” Journal of Memory and Language 52, no. 4 (2005): 566–577. https://doi.org/10.1016/j.jml.2005.01.012.
Blake, R. J. Brave New Digital Classroom: Technology and Foreign Language Learning. 2nd ed. Georgetown University Press, 2013.
Bruner, J. S. Child’s Talk: Learning to Use Language. Oxford University Press, 1983.
Budiharso, T. “Language Acquisition in Childhood Stage: A Review.” IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics 4, no. 1 (2019): 53–64.
Cameron, L. Teaching Languages to Young Learners. Cambridge University Press, 2001.
Cepeda, N. J., H. Pashler, E. Vul, J. T. Wixted, y D. Rohrer. “Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis.” Psychological Bulletin 132, no. 3 (2006): 354–380. https://doi.org/10.1037/0033-2909.132.3.354.
Chapelle, C. A. Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing, and Research. Cambridge University Press, 2001.
Chomsky, N. “A Review of B. F. Skinner’s Verbal Behavior.” Language 35, no. 1 (1959): 26–58. https://doi.org/10.2307/411334.
Chukharev-Hudilainen, E., y T. A. Klepikova. “The Effectiveness of Computer-Based Spaced Repetition in Foreign Language Vocabulary Instruction: A Double-Blind Study.” CALICO Journal 33, no. 3 (2016): 334–354. https://utppublishing.com/doi/10.1558/cj.v33i3.26055.
Constitución Española, 29 de diciembre de 1978. Boletín Oficial del Estado, 311. https://www.boe.es/buscar/doc.php?id=BOE-A-1978-31229.
Council of Europe. Common European Framework of Reference for Languages. Cambridge University Press, 2001.
Cowan, N. “Working Memory Underpins Cognitive Development, Learning, and Education.” Educational Psychology Review 26, no. 2 (2014): 197–223. https://doi.org/10.1007/s10648-013-9246-y.
Deci, E. L., R. Koestner, y R. M. Ryan. “A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation.” Psychological Bulletin 125, no. 6 (1999): 627–668. https://doi.org/10.1037/0033-2909.125.6.627.
Deterding, S., D. Dixon, R. Khaled, y L. Nacke. “From Game Design Elements to Gamefulness: Defining ‘Gamification.’” In Proceedings of the 15th International Academic MindTrek Conference, 9–15. 2011. https://doi.org/10.1145/2181037.2181040.
Dewaele, J.-M., y P. D. MacIntyre. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4, no. 2 (2014): 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5.
Ebbinghaus, H., H. A. Rüger, y C. E. Bussenius. Memory: A Contribution to Experimental Psychology. Translated by H. A. Rüger y C. E. Bussenius. Teachers College, Columbia University, 1913. (Original work published 1885). https://archive.org/details/memorycontributi00ebbiuoft.
García, M. P. B., y L. A. M. Martínez. “El Uso de la Herramienta Wordwall como Aprendizaje Activo en la Asignatura Lengua y Literatura en la Educación Básica.” Boletín Científico Ideas y Voces 4, no. 3 (2024).
Gardner, H. Multiple Intelligences: The Theory in Practice. Basic Books, 1993.
Gathercole, S. E., y T. P. Alloway. Working Memory and Learning: A Practical Guide for Teachers. SAGE Publications, 2008.
Gee, J. P. What Video Games Have to Teach Us about Learning and Literacy. Palgrave, 2003.
Godwin-Jones, R. “Games in Language Learning: Opportunities and Challenges.” Language Learning & Technology 18, no. 2 (2014): 9–19. https://doi.org/10.64152/10125/44363.
Goossens, N. A. M. C., G. Camp, P. P. J. L. Verkoeijen, H. K. Tabbers, y R. A. Zwaan. “Spreading the Words: A Spacing Effect in Vocabulary Learning.” Journal of Cognitive Psychology 24, no. 8 (2012): 965–971. https://doi.org/10.1080/20445911.2012.722617.
Hamari, J., J. Koivisto, y H. Sarsa. “Does Gamification Work? – A Literature Review of Empirical Studies on Gamification.” In Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034. 2014. https://doi.org/10.1109/HICSS.2014.377.
Hardianti, H. “Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement.” Intelektium 5, no. 1 (2024): 8–15. https://doi.org/10.37010/int.v5i1.1531.
Huang, H., y M. Li. “The Impact of Technology-Enhanced Language Learning Environments on Second Language Learners’ Willingness to Communicate: A Systematic Review of Empirical Studies from 2012 to 2023.” Language Learning & Technology 28, no. 1 (2024): 1–22. https://doi.org/10.64152/10125/73593
Husain, N. “Challenges in Integrating ICT in Pre-Service Teacher Education: The Challenges of Change.” Paper presented at the International Conference on Educational Technology, Kuala Lumpur, Malaysia, February 2011. (Unpublished conference paper).
Jiang, X., R. Peters, L. Plonsky, y B. Pajak. “The Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency.” CALICO Journal 41, no. 1 (2024): 1–25. https://doi.org/10.1558/cj.26704.
Karpicke, J. D., y T. Bauernschmidt. “Spaced Retrieval: Absolute Spacing Enhances Learning Regardless of Relative Spacing.” Journal of Experimental Psychology: Learning, Memory, and Cognition 37, no. 5 (2011): 1250–1257. https://doi.org/10.1037/a0023436.
Krashen, S. D. Second Language Acquisition and Second Language Learning. Pergamon Press, 1981.
Krashen, S. D. Principles and Practice in Second Language Acquisition. Pergamon Press, 1982.
Lee, J. J., y J. Hammer. “Gamification in Education: What, How, Why Bother?” Academic Exchange Quarterly 15, no. 2 (2011): 1–5.
Ley Orgánica 8/1985, de 3 de julio, de Ordenación General del Sistema Educativo [LODE]. Boletín Oficial del Estado, 174 (20 de julio de 1985). https://www.boe.es/diario_boe/txt.php?id=BOE-A-1985-12978.
Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo (LOGSE). Boletín Oficial del Estado, núm. 238 (4 de octubre de 1990). https://www.boe.es/buscar/doc.php?id=BOE-A-1990-24172.
Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE). Boletín Oficial del Estado, núm. 106 (4 de mayo de 2006). https://www.boe.es/buscar/doc.php?id=BOE-A-2006-7899.
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica de Educación (LOMLOE). Boletín Oficial del Estado, núm. 340 (30 de diciembre de 2020). https://www.boe.es/buscar/doc.php?id=BOE-A-2020-17264.
Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE). Boletín Oficial del Estado, núm. 295 (10 de diciembre de 2013). https://www.boe.es/buscar/doc.php?id=BOE-A-2013-12886.
Lindsey, R. V., J. D. Shroyer, H. P. Pashler, y M. C. Mozer. “Improving Students’ Long-Term Knowledge Retention through Personalized Review.” Psychological Science 25, no. 3 (2014): 639–647. https://doi.org/10.1177/0956797613504302.
Nation, I. S. P. Learning Vocabulary in Another Language. Cambridge University Press, 2001. https://doi.org/10.1017/CBO9781139524759.
Piaget, J. The Language and Thought of the Child. Routledge & Kegan Paul, 1923.
Piaget, J. Judgment and Reasoning in the Child. Routledge & Kegan Paul, 1924.
Piaget, J. The Moral Judgment of the Child. Harcourt, Brace, 1932.
Quaicoe, J. S., A. A. Ogunyemi, y M. L. Bauters. “School-Based Digital Innovation Challenges and Way Forward: Conversations about Digital Transformation in Education.” Education Sciences 13, no. 4 (2023): 344. https://doi.org/10.3390/educsci13040344.
Rawson, K. A., y J. Dunlosky. “Optimizing Schedules of Retrieval Practice for Durable and Efficient Learning: How Much Is Enough?” Journal of Experimental Psychology: General 140, no. 3 (2011): 283–302. https://doi.org/10.1037/a0023956.
Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. Boletín Oficial del Estado, núm. 52 (2 de marzo de 2022). https://www.boe.es/buscar/doc.php?id=BOE-A-2022-3296.
Roediger, H. L., y A. C. Butler. “The Critical Role of Retrieval Practice in Long-Term Retention.” Trends in Cognitive Sciences 15, no. 1 (2011): 20–27. https://doi.org/10.1016/j.tics.2010.09.003.
Ryan, R. M., y E. L. Deci. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55, no. 1 (2000): 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Sailer, M., J. U. Hense, S. K. Mayr, y H. Mandl. “How Gamification Motivates: An Experimental Study of the Effects of Specific Game Design Elements on Psychological Need Satisfaction.” Computers in Human Behavior 69 (2017): 371–380. https://doi.org/10.1016/j.chb.2016.12.033.
Sanmugam, M., Z. Abdullah, y N. Zaid. “Gamification: Cognitive Impact and Creating a Meaningful Experience in Learning.” Proceedings of the 2014 IEEE International Conference on Engineering Education (2014): 123–128. https://doi.org/10.1109/ICEED.2014.7194700.
Settles, B., y B. Meeder. “A Trainable Spaced Repetition Model for Language Learning.” Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) (2016): 1348–1358. https://doi.org/10.18653/v1/P16-1127.
Skinner, B. F. Verbal Behavior. Appleton-Century-Crofts, 1957.
Su, C. H., y C. H. Cheng. “A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements.” Journal of Computer Assisted Learning 31, no. 3 (2015): 268–286. https://doi.org/10.1111/jcal.12088.
Tomlinson, C. A. How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD, 2001.
Toppino, T. C., M. S. Cohen, M. L. Davis, y A. C. Moors. “Metacognitive Control over the Distribution of Practice: When Is Spacing Preferred?” Journal of Experimental Psychology: Learning, Memory, and Cognition 35, no. 5 (2009): 1352–1358. https://doi.org/10.1037/a0016371.
Vlach, H. A., y C. M. Sandhofer. “Distributing Learning over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts.” Child Development 83, no. 4 (2012): 1137–1144. https://doi.org/10.1111/j.1467-8624.2012.01771.x.
Voogt, J., P. Fisser, N. Pareja Roblin, J. Tondeur, y J. van Braak. “Technological Pedagogical Content Knowledge – A Review of the Literature.” Journal of Computer Assisted Learning 31, no. 5 (2015): 414–426. https://doi.org/10.1111/j.1365-2729.2012.00487.x.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes, eds. M. Cole, V. John-Steiner, S. Scribner, y E. Souberman. Harvard University Press, 1978.
Waluyo, B., y J. L. Bucol. “The Impact of Gamified Vocabulary Learning Using Quizlet on Low-Proficiency Students.” Computer Assisted Language Learning Electronic Journal 22, no. 1 (2021): 164–185.
Werbach, K., y D. Hunter. For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press, 2012.
Willis, J. A Framework for Task-Based Learning. Longman, 1996.
Willis, J. Brain-Friendly Strategies for the Inclusion Classroom: Insights from a Neurologist and Classroom Teacher. ASCD, 2007.
Yeh, M. K. C., A. Toshtzar, L. Guertin, y Y. Yan. “Using Spaced Repetition and Gamification to Enhance K-12 Student Science Literacy with On-Demand Mobile Short Reads.” In 2016 IEEE Frontiers in Education Conference (FIE), 1–4. IEEE, October 2016.
Yildirim, I. “The Effects of Gamification-Based Teaching Practices on Student Motivation and Academic Achievement.” World Journal on Educational Technology 9, no. 1 (2017): 12–19.
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Adrian Paul Duffy Murphy
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Los autores retienen los derechos de autor y otorgan a Revista Inclusiones el derecho de publicación bajo Creative Commons Attribution 4.0 International (CC BY 4.0). Esto permite el uso, distribución y reproducción en cualquier medio, siempre que se otorgue la debida atribución al autor.
