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Orientador(es)
Resumo(s)
O presente relato rio explora o impacto da gamificação e do CLIL na motivação dos alunos no contexto do ensino de Inglês para alunos do 1º Ciclo do Ensino Básico. O estudo baseia-se na observação e nas experiencias práticas adquiridas durante a Pra tica de Ensino Supervisionada, para compreender como e que estas estratégias pedagógicas podem ser mais eficazes. Á gamificação, que e definida como a aplicação de elementos de jogos em contextos que não são de jogos, foi examinada pela sua capacidade de aumentar o envolvimento dos alunos através da criação o de ambientes de aprendizagem interativos e competitivos. A investigação o salienta a forma como a integração de mecânicas de jogo, tais como recompensas, classificações e desafios, podem aumentar a atenção e a participação dos alunos. Além disso, a abordagem CLIL, que combina o ensino de conteúdo com a aprendizagem de línguas, foi investigada quanto ao seu potencial para promover a aquisição imersiva de línguas e uma compreensão mais profunda da matéria. Através da utilização da investigação-ação qualitativa, o estudo observou melhorias significativas tanto na motivação como na proficiência linguística quando estas metodologias foram aplicadas. Os resultados apoiam a adoça o da gamificação e do CLIL no ensino prima rio como estratégias eficazes para promover o envolvimento e os resultados de aprendizagem na aquisição de segunda língua.
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This report explores the impact of gamification and CLIL on student’s motivation in the context of teaching Énglish to elementary school students. The study is based on the observation and practical experiences gained during the Supervised Teaching Practice, to understand how these pedagogical strategies can be more effective. Gamification, which is defined as the application of game elements in non-game contexts, was examined for its ability to increase student’s engagement through the creation of interactive and competitive learning environments. The research highlights how the integration of game mechanics, such as rewards, rankings and challenges, can increase students' attention and participation. In addition, the CLIL approach, which combines content teaching with language learning, was investigated for its potential to promote immersive language acquisition and deeper subject understanding. Through the use of qualitative Áction-Research, the study observed significant improvements in both motivation and language proficiency when these methodologies were applied. The results support the adoption of gamification and CLIL in primary education as effective strategies to promote engagement and learning outcomes in second language acquisition.
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This report explores the impact of gamification and CLIL on student’s motivation in the context of teaching Énglish to elementary school students. The study is based on the observation and practical experiences gained during the Supervised Teaching Practice, to understand how these pedagogical strategies can be more effective. Gamification, which is defined as the application of game elements in non-game contexts, was examined for its ability to increase student’s engagement through the creation of interactive and competitive learning environments. The research highlights how the integration of game mechanics, such as rewards, rankings and challenges, can increase students' attention and participation. In addition, the CLIL approach, which combines content teaching with language learning, was investigated for its potential to promote immersive language acquisition and deeper subject understanding. Through the use of qualitative Áction-Research, the study observed significant improvements in both motivation and language proficiency when these methodologies were applied. The results support the adoption of gamification and CLIL in primary education as effective strategies to promote engagement and learning outcomes in second language acquisition.
Descrição
Palavras-chave
Gamificação CLIL Motivação Aprendizagem de línguas Ensino básico Investigação Gamification Motivation Language learning Primary education Action-research
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação