Constructing self-awareness through Gamified activities: an integrated skills approach in an EFL classroom.

Atara Luna, Gerson Alexander

Constructing self-awareness through Gamified activities: an integrated skills approach in an EFL classroom.

dc.contributor.advisor	Montaño Moreno, Johanna	spa
dc.contributor.author	Atara Luna, Gerson Alexander	spa
dc.coverage.spatial	Bogotá, Colombia
dc.coverage.temporal	Siglo XLX
dc.date.accessioned	2026-02-11T13:45:17Z
dc.date.available	2026-02-11T13:45:17Z
dc.date.issued	2025
dc.description.abstract	Este documento presenta la propuesta de un proyecto de investigación-acción que examina el impacto de implementar un conjunto de actividades gamificadas con contenido relacionado con la construcción de la autoconciencia para abordar las habilidades del inglés como lengua extranjera (EFL) integradas. Los participantes de este proyecto fueron estudiantes de séptimo grado entre 11 y 13 años de la escuela Lorencita Villegas De Santos en Bogotá, Colombia. Los datos recopilados a través de encuestas, artefactos y notas de campo se recopilaron durante la intervención pedagógica del docente en formación. Por lo tanto, se diseñaron tres ciclos de intervención para la propuesta. Además, a través de un proceso de triangulación, se analizaron los hallazgos, lo que llevó a la formulación de conclusiones, implicaciones y limitaciones del proyecto. Los resultados demostraron la efectividad de proporcionar actividades gamificadas con contenido relacionado con la construcción de la autoconciencia para mejorar las habilidades lingüísticas integradas en una clase de EFL.	spa
dc.description.abstractenglish	This document presents the proposal of an action research project that examines the impact of implementing a set of gamified activities with content related to self-awareness construction to approach EFL skills as integrated. The participants of this project were seventh-grade students between 11 and 13 years old from Lorencita Villegas De Santos school in Bogotá, Colombia. The data collected through surveys, artifacts and field notes was gathered during the pedagogical intervention of the pre-service teacher. Thus, three cycles of intervention were designed for the proposal. In addition, through a triangulation process, the findings were analyzed, leading to the formulation of conclusions, implications, and limitations of the project. The results demonstrated the effectiveness of providing gamified activities with content related to self-awareness construction to enhance language skills as integrated in an EFL class.	eng
dc.description.degreelevel	Pregrado	spa
dc.description.degreename	Licenciado en Español y Lenguas Extranjeras	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12209/21920
dc.language.iso	en
dc.publisher	Universidad Pedagógica Nacional	spa
dc.publisher.faculty	Facultad de Humanidades	spa
dc.publisher.program	Licenciatura en Español y Lenguas Extranjeras	spa
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dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Actividades gamificadas	spa
dc.subject	Autoconciencia	spa
dc.subject	Habilidades en Inglés como lengua extranjera	spa
dc.subject.keywords	Gamified activities	eng
dc.subject.keywords	Self-awareness	eng
dc.subject.keywords	EFL skills	eng
dc.title	Constructing self-awareness through Gamified activities: an integrated skills approach in an EFL classroom.	eng
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f	eng
dc.type.driver	info:eu-repo/semantics/bachelorThesis	eng
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado	spa