Using planned DGBL activities to enhance vocabulary learning in a group of EFL undergraduate students in Bogotá, Colombia

Ovalle Giraldo, Joan Camilo

dc.contributor.advisor	Álvarez Ayure, Claudia Patricia
dc.contributor.author	Ovalle Giraldo, Joan Camilo
dc.date.accessioned	2023-05-10T14:40:16Z
dc.date.available	2023-05-10T14:40:16Z
dc.date.issued	2023-02-13
dc.identifier.uri	http://hdl.handle.net/10818/55262
dc.description	99 páginas	es_CO
dc.description.abstract	Video games are taking a more relevant role every day and their popularity has increased exponentially among students. Thus, the use of this media in the classroom has benefited teachers and students to learn a language. However, educators seem to be unaware of the planning and use of Digital Game-based Learning (DGBL) in the English clasroom. The current study contributes to the body of literature by examining the impact of planned DGBL tasks on EFL college students’ vocabulary learning; by unveiling students' perception of their level of engagement when using DGBL tasks for vocabulary learning purposes; and indicating the type of lexicon that is more likely to be acquired when using DGBL tasks in the EFL class. To achieve this, a 24-hour pedagogical intervention was implemented with a group of 12 undergraduate participants: 10 females and 2 males. This project was framed in a mixed-method approach. Data was obtained from artifacts, vocabulary tests, and students and research journals. The qualitative data was analyzed using Anne Burns' framework for data analysis, whereas the quantitative data was processed using descriptive analysis. The findings suggest that video games can potentialize vocabulary learning and most of the vocabulary learned corresponded to the direct situated meaning nature. The participants showed high engagement levels to the activities in multiple dimensions. This suggests that incidental vocabulary learning can potentialized and planned through DGBL.	en
dc.description.abstract	Los videojuegos adquieren cada día un papel más relevante y su popularidad ha aumentado exponencialmente entre los estudiantes. Debido a esto, el uso de este medio en el aula ha beneficiado a profesores y alumnos en el aprendizaje de un idioma. Sin embargo, los educadores parecen desconocer la planificación y el uso del Aprendizaje Basado en Juegos Digitales (DGBL por sus siglas en inglés) en sus clases. El presente estudio contribuye a la literatura examinando el impacto de las tareas DGBL planificadas en el aprendizaje de vocabulario de los estudiantes universitarios, desvelando la percepción de los estudiantes sobre su nivel de compromiso cuando utilizan tareas DGBL con fines de aprendizaje de vocabulario e indicando el tipo de léxico que es más probable que se adquiera cuando se utilizan tareas DGBL. Para lograrlo, se implementó una intervención pedagógica de 24 horas con un grupo de 12 participantes universitarios: 10 mujeres y 2 hombres. Este proyecto se enmarcó en un enfoque de métodos mixtos. Los datos se obtuvieron a partir de artefactos, pruebas de vocabulario y diarios de investigación y de los estudiantes. Los datos cualitativos se analizaron utilizando el marco de análisis de datos de Anne Burns, mientras que los datos cuantitativos se procesaron mediante un análisis descriptivo. Los resultados sugieren que los videojuegos pueden potenciar el aprendizaje de vocabulario y que la mayor parte del vocabulario aprendido correspondía a la categoria de significado situado directo. Los participantes mostraron altos niveles de compromiso con las actividades en múltiples dimensiones. Esto sugiere el aprendizaje incidental de vocabulario puede potencializarse y planificarse a través de DGBL.	spa
dc.format	application/pdf	es_CO
dc.language.iso	eng	es_CO
dc.publisher	Universidad de La Sabana	es_CO
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.title	Using planned DGBL activities to enhance vocabulary learning in a group of EFL undergraduate students in Bogotá, Colombia	es_CO
dc.type	master thesis	es_CO
dc.identifier.local	291683
dc.identifier.local	TE12276
dc.type.hasVersion	publishedVersion	es_CO
dc.rights.accessRights	restrictedAccess	es_CO
dc.subject.armarc	Aprendizaje
dc.subject.armarc	Vocabulario
dc.subject.armarc	Estudiantes universitarios
dc.subject.armarc	Inglés
dc.subject.armarc	Modelos de enseñanza
dc.subject.armarc	Juegos educativos
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thesis.degree.discipline	Facultad de Educación	es_CO
thesis.degree.level	Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido	es_CO
thesis.degree.name	Magíster Didáctica del Inglés para el Aprendizaje Autodirigido	es_CO