This article focused on developing fluency in oral skills, using gamification tools to improve oral

learning in B1 level English learners by using the Flipgrip platform, which creates an improvement in

their oral expression skills in English language learning by creating videos in which they can be fed

back later. The research methods chosen were survey and interview, by executing a structured and

organized set of effective virtual lesson planning with online resources for B1 level, using Flipgrip with

asynchronous tasks. The selected sample group consisted of 15 students, we observed the students'

acceptance of the Flipgrip platform and noted the improvement they had in their oral production when

using this technological tool. Because they had a positive impact on their confidence reflected in their

participation, taking the risk to speak and interact more expressing their ideas in English. The teacher

Este artículo se enfocó en desarrollar la fluidez de la destreza oral, se utilizó herramientas de

gamificación para la mejora del aprendizaje oral en estudiantes de inglés de nivel B1, mediante la

utilización de la plataforma Flipgrid lo que crea una mejora en sus habilidades de expresión oral en el

aprendizaje del idioma inglés creando videos en los cuales pueden ser retroalimentados en lo

posterior. Los métodos de investigación elegidos fueron la encuesta y la entrevista, mediante la

ejecución de un conjunto estructurado y organizado de planificación de clases virtuales eficaces, con

recursos en línea para el nivel B1, se utilizó Flipgrip con tareas asíncronas. El grupo de muestra

seleccionado se conformó por 15 alumnos, se observó la aceptación de los estudiantes a la

a la realidad donde se encuentra el problema. Se concluye que Flipgrip tiene una gran influencia en la

interacción en el aula virtual, promoviendo una producción oral comprensible en los estudiantes.

Cómo citar: Soria Pacheco, P. C., Lacera Crespo, D., Muhammad Hassan, I. M. S., Tamayo Palacios, M.

C., & Ramos Chávez, A. del R. (2024). Gamification tools for speaking learning improvement in english

students B1 level. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 5 (4), 1857 –

This proposal aimed at improving oral skills through gamification tools during English classes. The

objective was to evaluate the impact of these tools through research that could define their

effectiveness. This work was conducted with students who belong to level B1 of English Proficiency at

the Language Institute of Universidad Laica Eloy Alfaro de Manabi during the first semester of the 2023-

1 period.

The same group of students had studied together in a previous module at the A2 level, and some

Working online has made many demands in different educational institutions. We have witnessed the

innovation of resources since the virtual modality encourages teachers to look for resources such as

videos or worksheets online with options for the development of listening skills, and others.

Nevertheless, there is one specific skill that, for the most part, is not enough time allocated in class,

and that is the speaking skill. We need to engage the student in autonomous learning through a virtual

environment keeping the attention with dynamic activities. For this reason, we need to work with many

didactic online resources as support in synchronous and asynchronous classes. Through this research

work, we discovered the need to implement syllabus activities according to the Flipgrid tool for the B1

level as a support digital resource to improve students' oral expression, which has benefits focused on

this skill and can be asynchronous as well as synchronous.

activities with the Flipgrid technological tool in English proficiency level B1 students.

At Universidad Laica Eloy Alfaro, students must accredit a B1 level to graduate. One option is to obtain

this level with a Cambridge Exam (PET- or FCE) and send a letter to the Director in the Language Institute

to start a process to validate the certificate. Students also have the option to enter the English

Proficiency program, which is free unless you do not pass one level, they must first enroll in the

Placement Test, which is administered on a platform with a series of activities and tests. The result of

these tests will indicate the level they should take. Each level is developed in an academic period of 20

weeks with a schedule of 4 hours per week for levels A1 and A2 and 6 hours per week for level B1.

It is a blended program, so students are given access to the Moodle platform to do autonomous work

way it is more interactive, and not just a group of students repeating words given in class. As a result,

teachers must update their methodological strategies to teach this language dynamically and cause an

effect on the students in their development of oral expression.

Learning English in a virtual environment may be at a disadvantage because of the number of students

per classroom, prior knowledge and experience in their educational communities, or lack of resources.

Because of these difficulties, the environment has a great impact on students' needs and effect in the

process of learning and producing oral skills.

their fluency in the different platforms. Because of this, oral expression of the B1 level will be the focus

of the authors of this proposal.

To explore the best way to respond to the specific need which we identified, we developed a problem

statement, and objectives as follows:

call, it is not enough to practice all the skills, and in the particular case of oral expression, since this skill

is usually practiced in a face-to-face way and it is here when the online resources must stand out for

the development of the same one. Learning any language other than the mother tongue is not easy,

This demonstrates the importance of using technological resources as support for students to help

them communicate with accurate pronunciation.

founded on November 13th, 1985, which is in Circunvalación Avenue- Via a San Mateo in Manta City,

Province of Manabi. The Language Institute has 3,000 students enrolled in the period 2023-1 at the

The Language Institute has different shifts, but the research is carried out in the afternoon, which has

all the educational levels, which means from A1, A2, and B1 levels.

combining game design elements such as points, badges, and interactive challenges.

Words and Grammar: Using diverse and appropriate vocabulary and grammatical structures.

the technologies' usability, content relevancy, and overall impact on their learning experience.

Teacher surveys were conducted to gain feedback on the integration and usefulness of the tools from

the instructors' viewpoints. These studies looked into the hurdles encountered, the rewards realized,

and general satisfaction with technological integration.

To ensure a thorough grasp of the results, the analysis phase used both quantitative and qualitative

methodologies.

and reported progress in speaking skills.

teacher interviews. This technique contributed to a better understanding of both students' and teachers'

subjective experiences and context for the quantitative data.

determine how Flipgrid influenced students’ development. The results of the eight questions of the

questionnaire are shown in tables to manage the analysis. The interview was developed at the end of

the intervention process.

100%

100%

100%

100%

100%

7% used it rarely, with no students reporting a complete lack of technology use. This data underscores

that most students felt motivated and comfortable with the integration of Flipgrid in their lessons.

Furthermore, 87% of students received prior training on using this technological tool, which likely

contributed to their ease and effectiveness in utilizing it for their learning.

Moreover, the findings reveal a strong positive response to the effectiveness of Flipgrid in improving

oral skills and overall academic performance. A notable 87% of students affirmed that Flipgrid helped

them learn and improve autonomously, while 93% believed that technological tools used in class

enhanced their academic outcomes. Despite a small percentage (13%) of students feeling indifferent,

the majority demonstrated a willingness to engage with the tool. Additionally, 87% felt that the class

time allocated for using Flipgrid was appropriate for their level, motivating them to complete most of

activities after English classes using Flipgrid. This engagement was due to the benefits of working

autonomously and at their own pace. Some students noted that they sometimes felt insecure about

pronouncing sentences in English during asynchronous activities, so they preferred using Flipgrid until

they could participate more confidently in class. Additionally, students acknowledged a lack of

motivation to practice oral expression in real-time during virtual classes, finding asynchronous tasks to

be an easier and more comfortable option.

Through the analysis of the interview with the English-evaluating teacher, it was established that the

stages of the process conducted after the oral exam, which is mandatory for passing level B1. During

online classes, the teacher and students met via invitations sent through their institutional email on the

Teams platform for a standard 180-minute class, twice a week. This schedule, set by the Institute of