The effects of ludic activities as a motivational strategy to increase and use english vocabulary in sixth level learners at “Asunción” elementary school

Abstract

The main objective of this study was to determine how ludic activities impact students’ levels of motivation and vocabulary acquisition. A situational diagnosis was detailed through a mixed methods analysis where it was possible to see that what teachers and students want their classes to be like is not what happens in reality. Additionally, the quantitative results of the vocabulary pre-test let us determine the necessity of reinforcement in vocabulary for students to learn meaningfully, which is meant to be useful for further learning and solving future problems. A 32-hour intervention took place within the English class. The central purpose was to include ludic activities as a main part of the class, not only as a warm-up or an extra activity used whenever there is some time left. This was done in order to determine whether or not the application of ludic activities within the English classes has a positive influence in the students’ motivation levels and vocabulary acquisition. The post-intervention analysis allowed us to say that students’ vocabulary learning and motivation levels presented favorable changes since vocabulary results had been improved and students’ perceptions of themselves and their English classes presented positive ideas about the use of ludic activities.