El uso de la gamificación como estrategia para mejorar las habilidades de escritura en inglés en estudiantes de secundaria

This study investigated the effects of gamification as a pedagogical strategy to enhance English writing skills among high school students in Salcedo, Ecuador. Employing a mixed-methods approach, the research combined quantitative assessments with qualitative insights from observations and interviews. The intervention, which incorporated gamified elements such as point systems, achievement badges, collaborative tasks, and progress indicators, was implemented over six weeks in English writing classes. Results indicated a significant improvement in students’ writing proficiency, particularly in grammar, vocabulary usage, sentence construction, and coherence. These gains were further supported by increased motivation, engagement, and class participation. Students reported a stronger interest in writing tasks and demonstrated more consistent involvement in drafting and revising their work. Beyond cognitive outcomes, the intervention contributed to the development of learner autonomy and writing confidence. Students began to view writing as a process of growth, facilitated by clear goals and constructive feedback. Teachers observed a transformation in student behaviour, including greater initiative, collaboration, and receptiveness to correction. The findings suggest that gamification, when aligned with instructional objectives and learner needs, can significantly enhance both technical and affective dimensions of writing development. The study supports the integration of gamified methodologies into EFL curricula to create engaging, inclusive, and effective learning environments. It also highlights the potential of gamification to address common challenges in English language education within Ecuadorian secondary schools, offering a scalable model adaptable to various resource contexts and learner profiles.