Recursos digitales gamificados en la enseñanza de la gramática del inglés para fines específicos: perspectivas del alumnado universitario

Beatriz Chaves-Yuste

doi:10.51302/tce.2026.25151

Authors

Beatriz Chaves-Yuste Assistant professor at the Universidad Politécnica de Madrid (Spain) https://orcid.org/0000-0002-4442-9138

DOI:

https://doi.org/10.51302/tce.2026.25151

Keywords:

gamification, English for specific purposes (ESP), English grammar, educational technology, student perception, higher education, motivation

Abstract

This article examines the use of gamified digital resources in the teaching of grammar within English for specific purposes (ESP) to undergraduate students enrolled in a Tourism degree, with particular attention to students' perceptions of the methodological experience developed over the course of a semester. To this end, a quantitative approach was adopted through a pre-experimental single-group design. The sample consisted of 87 first-year students. Data were collected through an initial and a final perception questionnaire, an initial diagnostic grammar test, a final achievement test, and the scores obtained in activities carried out with Genially, Educaplay, Quizizz, Edpuzzle, and Nearpod. The data were analysed by means of statistical descriptive and inferential procedures. The results show an overall positive assessment of the use of these resources, particularly in the dimensions related to teaching style, perceived learning, and motivation. Likewise, the dimension concerning anxiety and self-efficacy in relation to new digital resources revealed a more heterogeneous experience. With regard to achievement, no statistically significant differences were found between the initial and the final grammar test, although higher overall performance in the digital activities was associated with a relatively more favourable development. It is concluded that gamified digital resources can enrich the methodological experience and foster a more positive disposition towards grammar learning in ESP contexts, although this does not necessarily entail a significant improvement in overall achievement.

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Author Biography

Beatriz Chaves-Yuste, Assistant professor at the Universidad Politécnica de Madrid (Spain)

Doctora en Lingüística Aplicada con más de veinticinco años de experiencia docente. Imparte ESP y Englishfor Academic Purposes (EAP). Su investigación se centra en la enseñanza del ESP, lingüística educativa, metodologías activas, innovación educativa, bilingüismo y plurilingüismo. Ha publicado en revistas nacionales e internacionales y participa en diferentes proyectos.

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