Gamificação no processo de ensino-aprendizagem de língua inglesa: possibilidades para uma prática de ensino gamificada

Abstract

This paper aims to analyze gamification theories and their applicability in foreign language teaching, with a focus on the English language, through a bibliographical analysis in the field of Applied Linguistics. Based on the concept of gamification, defined as the use of game mechanics in various contexts (Burke, 2015; Borges et al., 2014), the main goal is to understand its potential in the educational context as an innovative tool to motivate and engage students, transforming the classroom into a dynamic and stimulating experience. To this end, the theory of octalysis (Chou, 2015) is presented, providing a framework for understanding human motivation in gamification. In addition, the different player profiles (Zichermann and Cunningham) are discussed, relating them to the different motivating principles according to the theory of octalysis (Chou, 2015), the roadmap for applying gamification in the classroom, drawn up by Flora Alves (2015), the fundamental conceptions of language according to Bakhtin and Vygotsky's perspective on learning, crucial foundations for analyzing the effective integration of gamification into the English teaching-learning process. Finally, Matera's (2015) proposals for planning and implementing a gamified teaching practice are presented, including the integration of narrative components and game mechanics such as points, levels, leaderboards and achievements. The conclusion is that gamification, when planned properly, can create a stimulating educational environment conducive to language learning, which motivates students intrinsically, generating greater engagement.