DOI: https://doi.org/ 10.56712/latam.v7i1.5503
El impacto de Gimkit en la
adquisición de gramática A2 (adul=
tos de
English as a Foreign Langu=
age)
The impact of Gimkit on the acquisition = of A2 grammar (adults of English as a Foreign Language)<= o:p>
Saio Kamara=
[1]=
saio.kamara@uees.edu.ec
https://orcid.org/0009-0004-5873-3079
Universidad de
Especialidades Espíritu Santo (UEES)
Guayaquil ̵=
1;
Ecuador
Mar&iacu=
te;a
Carolina Pesantes Duarte
mcpesantes@uees.edu.ec
https://orcid.org/=
0009-0001-3803-8931
Universidad de
Especialidades Espíritu Santo (UEES)
Guayaquil ̵=
1;
Ecuador
Artículo recibido: 06 de noviemb=
re
de 2025. Aceptado para publicación: 13 de marzo de 2026.
Conflictos de Interés: Ninguno que declarar.
Abstract
This study examines the impact of Gimkit=
, an
interactive learning platform, on the acquisition of A=
2
grammar in adult English as Foreign Language (EFL)
learners. The objective of the research is to investigate the potential for=
the
integration of Gimkit into online EFL
instruction to improve grammar proficiency. The improvement in grammar skil=
ls
among participants was assessed using a pre-test and post-test method. The
results indicated that there were significant improvements in the applicati=
on
and comprehension of grammar, particularly in the past simple tense. The
participants expressed a high level of satisfaction with Gimkit,
citing its engaging nature and effectiveness. This research enhances the fi=
eld
of educational technology by illustrating the potential of gamified learning
tools to enhance the results of language learning. Comparative studies with
other educational methodologies and long-term retention should be prioritiz=
ed
in future research.
Keywords: Gimkit, impact, gramm=
ar,
learning, adults, boost, educational, anxiety
Resumen
Este estudio examina el efecto de Gimkit, que
es una plataforma interactiva para el aprendizaje, en la construcció=
n de
la gramática inglesa del nivel A2 a
través de los estudiantes adultos como segunda lengua. El estudio ti=
ene
como objetivo investigar cómo Gimkit se =
puede
integrar en la enseñanza del inglés como lengua extranjera en
línea para mejorar el dominio gramatical. La evaluación de las
habilidades gramaticales antes y después se hizo mediante un
método de prueba. Los resultados indicaron mejoras significativas en
relación con el uso y comprensión de la gramática,
especialmente, tiempo pasado simple. Gimkit obt=
uvo
altos grados de satisfacción entre los participantes quienes hicieron
hincapié sobre su poder atractivo y eficacia. Esta investigaci&oacut=
e;n
mejora el campo de la tecnología educativa al destacar el potencial =
de
estas herramientas para mejorar los resultados del aprendizaje del lenguaje=
en
programas gamificados. Además, las
comparaciones con otros métodos pedagógicos y estudios futuros
sobre retentividad también deben ser
consideradas.
Palabras clave: Gimkit, impacto, aprendizaje gramatica=
l en
adultos, tecnología educativa, EFL,
aprendizaje gamificado, adquisición de
gramática
<= o:p>
Todo el contenido de LATAM Revista Latinoamerica=
na
de Ciencias Sociales y Humanidades, publicado en este sitio está
disponibles bajo Licencia Creative Commons.=
C=
ómo
citar: K=
amara,
S., & Pesantes Duarte, M. C. (2026). El impac=
to
de Gimkit en la
INTRODUCTION
The use of technology in English as a Forei=
gn
Language has grown in prevalence. The dramatic potential those innovations =
have
on increasing the quality of learning are an ever-new field of research and
discussion due to the changes they bring to education. According to the rep=
ort
by UNESCO, tailored tech solutions could improve learning outcomes and make
learners more engaged. The current paper explores the impact of using the
learning platform Gimkit to teach grammar to th=
e A2-level adults learning English as a Foreign Languag=
e in
an online context. This research is directly related to Educational Technol=
ogy
and Innovation in essence as it looks at the transformative potential of
Furthermore, the study enriches the ongoing
debate about how educational technology can affect language acquisition.
Indeed, this study examines innovative use of a technology tool known as
Also, it is necessary to establish the
background described below in order to set the stage for the discussion that
follows. Cifuentes et al. (2019) highlighted in “Polo del Conocimiento” how Ecuadorian English Language
Teachers feel about incorporating Information and Communication Technologies
(ICTs) into their classrooms based on the Ecuadorian Curriculum Standards. =
The
authors adopted the Ecuadorian curricular standards as a theoretical framew=
ork
and through this research, they found that while ICTs have several educatio=
nal
benefits, the problem of teachers’ readiness to use technology still
exists. Moreover, there is the question of the availability of technology in
their classrooms. On top of that, many instructors seem to have no time
necessary for acquiring knowledge in regard to working with high-tech stuff=
.
Besides, more studies on the impact of Digi=
tal
Game-Based Language Learning (DGBLL) on student=
s'
productive and receptive abilities are presented. Zou et al. (2019) reviewed
the effect of digital games in language learning and showed that digital ga=
mes
enhance both the receptive and productive language skills. Additionally, Lee
(2019) revealed in a qualitative study the effect of digital-game based
learning on participants’ writing skills. She used a digital game cal=
led
Her Story. It enabled learners to use target language creatively. There wer=
e 25
Korean university students taking part in this study. The data was collected
through the students’ creative writing papers, reflection papers and =
by
conducting a pre-project and post-project survey (ibid.). According to the
study’s results, Digital Game-Based Learning (DG=
BL)
affected positively on students’ creative writing skills, as well as
student’s motivation and engagement towards learning.
In addition, Uzho (2020)
explained in the research paper that it was instrumental in the education
community to grasp the significance of teachers undergoing training and hav=
ing
relevant digital skills to successfully integrate ICTs in education. More
emphasis needs to be given on various problems that teachers undergo, this =
is
amid an outbreak and it is vital to extend a helping hand for them to adapt
their professional labor. In other words, the most important finding in this
research was that during the pandemic the Ecuadorian authorities realized t=
hat
many teachers weren't well prepared in terms of handling online classes due=
to
the fact that they did not have enough technology experience. For this reas=
on,
teachers had to readapt their teaching styles. And the Ecuadorian government
was wondering how they would make it possible for all students in the count=
ry
to have access to the internet and to a technological device.
Likewise, Barre and Villafuerte (2021)
highlighted in the Education First report that Ecuador has fallen off in the
global English proficiency index from 80th place in 2011 to the 93rd positi=
on
in 2020. The government of Ecuador has put in place some educational polici=
es
aimed at improving English as a foreign language teaching. This report is a
literature review that examines Information Technology (TIC’s)
effect on teaching practices in Ecuador. It becomes clear from the report t=
hat
prior to the pandemic, there was a rather slow implementation of TICs within the Ecuadorian educational system. Howeve=
r,
upon the arrival of the pandemic, this evaluator of pedagogical work was fi=
lled
with uncertainty. In sum, it can be concluded that in Ecuador, the impacts =
of
TICS on teaching practice are more restricted to certain programs or locali=
ties
or levels of education.
Equally important, it is essential that
Moreover, the research problem centers on t=
he
challenges of grammar acquisition, a fundamental aspect of learning English=
as
a Foreign Language. Many educators recognize the value of online classes and
believe that attending class positively impacts student performance. Howeve=
r,
most online grammar classes are not interactive. This lack of interaction c=
an
lead to disengagement and poor academic performance” (Lewohl,
2023). Moreover, the needs of many students are not satisfied because they =
are
not involved in the activities, especially grammar or they do not feel
confident enough to ask the teacher for clarification. According to Amerstofe and Münster-Kistn=
er
(2021), positive interpersonal relationships enhance individuals’
enthusiasm for learning, which benefits sustainable learning success and
self-confidence. The relationships between students and teachers and the pe=
rceptions
students have of their teachers seem to be particularly influential on
students’ engagement in academic undertakings.
Similarly, according to Saari
and Varjonen (2021), educational technology has
gained positive attention in language learning especially with the integrat=
ion
of gamification in EFL classrooms in recent yea=
rs.
These online platforms motivate students to engage in learning activities,
especially grammar. At the same time, they help teachers to assess their
students. Besides that, students can learn at their own pace and receive an
immediate and positive feedback on their progress from both their teachers =
and
platforms helping them to acquire self-confidence in the learning process.
However, despite a growing body of research that supports positive effects =
of
gamified platforms, there is still a gap in literature on how certain tools
like Gimkit can influence =
A2
level grammar acquisition among adult EFL learn=
ers
who are enrolled in the traditional online learning setting.
Besides that, the contemporary landscape of
language education is witnessing a paradigm shift with the integration of
educational technology. Consequently, the relevance of this issue lies in
harnessing previous knowledge on how gamification boosts learning to explore
the unchartered territory of Gimkit within
conventional language teaching practices. In a bid to make education more
technology-oriented globally, it thus becomes imperative to examine the
intricate implications of platforms such as Gimkit
for enhancing grammar proficiency specifically among adults studying Englis=
h as
a Second Language at A2 level. Filling this voi=
d not
only contributes conceptually to the ongoing discussion on the benefit of u=
sing
games but also offers suggestions that are practically meaningful to educat=
ors
who search for efficient techniques concerning online =
EFL
teaching methods.
In the same way, it could therefore be dedu=
ced
from this study that technology has some effects in acquiring languages and
thereby suggest practical steps for teachers who need effective strategies
within online EFL settings. However, to get thr=
ough
this research process, several questions should be answered such as: What <=
span
class=3DGramE>are the technology-based learning experiences of A2 level adult EFL learne=
rs in
the acquisition of grammar in English as a Foreign Language using Gimkit? To what extent does the use of the Gimkit platform improve grammar skills among A2 level EFL adults in on=
line
learning environments? and how effective is the Gimkit=
platform compared to traditional online teaching methods for improving gram=
mar
acquisition among A2-level EFL
adults in an online learning environment?
The research questions mentioned above
specifically explore Gimkit's unique contributi=
ons to
the improvement of A2-level grammar skills with=
in
traditional EFL instruction, building upon the =
body
of knowledge already available about the positive effects of gamification on
the learning process. Moreover, this study also helps to promote “Ley=
Orgánica de Educaci&oacut=
e;n
Intercultural” (LOEI, 2011) which states =
that
“all people have access, permanence and can complete the Educational
System with equity and inclusion, guaranteeing opportunities for communitie=
s,
peoples, nationalities, and groups with special educational needs to promote
values such as ethics and eradicate discrimination in learning”.
Therefore, the impact of Gimkit in the educatio=
nal
field to improve grammar acquisition of A2 adul=
ts
with a focus in online learning environments has been a topic of great valu=
e in
recent years.
Clearly, this study intends to avail insigh=
ts
on ways through which technology-based pedagogical interventions may be
optimized in traditional classroom settings as well as online environments =
by
leveraging on the knowledge about benefits of gamification according to spe=
cific
characteristics of Gimkit. As revealed by Khaldi et al. (2023) in which the purpose of their pa=
per is
to examine the various ways in which online learning has utilized gamificat=
ion
to enhance learning outcomes and, on the paper, they highlight that many
researchers have used different game elements and gamification theories in
their studies; they have also tried several ways of combining these game
elements and approaches. Furthermore, most recent reviews suggested that the
literature has proposed a wide variety of approaches for transforming
e-learning systems into games for higher education.
Moreover, the objectives of this study focu=
s on
investigating the impact of Gimkit, an interact=
ive
learning platform, on grammar acquisition among A2-level
adult learners of English as a Foreign Language (EFL)
in online learning environments. Specifically, the study aims to measure the
level of involvement and engagement of A2-level=
adult
EFL learners when utilizing Gimkit
for grammar acquisition in online learning environments. Additionally, it s=
eeks
to assess the improvement in grammar skills among A2-level
adult EFL learners after using Gimkit,
comparing their initial grammar proficiency. Furthermore, the study aims to
compare the effectiveness of Gimkit with tradit=
ional
online teaching methods in enhancing grammar acquisition for A2-level adult EFL learne=
rs.
Additionally, regarding the scope and
limitation of this research proposal the research will examine the effect o=
f Gimkit on grammar acquisition for A2-level
adult learners of EFL during online instruction=
. The
research will evaluate the impact of the platform on grammar acquisition us=
ing
pre-test and post-test methods. This information is important to educators,
curriculum developers, and policy makers in determining which teaching
approaches perform better in different EFL lear=
ning
situations. This study also adds to a larger conversation about the role th=
at
technology plays in language learning and emphasizes the necessity of modif=
ying
teaching strategies to accommodate adult EFL
learners' evolving needs.
Nonetheless, it is critical to recognize so=
me
possible restrictions on this research. These may include small sample size=
s,
participant engagement variations, external barriers such as inadequate tec=
hnological
equipment, lack of internet access, economic crises, insecurity, climate
changes, lack of transportation means, workload issues; lack of experience =
with
technology-based learning; unwillingness to give personal information. These
limitations can affect generalizability and validity of findings; therefore,
caution should be exercised when interpreting results. The article’s
structure consists of an introduction that outlines general and specific
objectives followed by a literature review covering key topics such as
interactive learning platforms’ role in EFL
instruction; task-based language teaching; online grammar exercises and
assessments; A2-level grammar skills for adult
learners; principles of Andragogy; student motivation, interaction between =
students
and teachers; strategies for improving L2 and
critical thinking abilities.
In the methodology section, the study will
describe participants and selection criteria; pre-test and post-test
procedures; data collection methods/tools used as well as data analysis
techniques including statistical methods. The results section will present
pre-test and post-test scores for the control group along with comparative
analysis on improvement in grammar skills. The discussion section will
interpret the results within the context of research objectives while compa=
ring
them with previous studies before discussing implications for EFL educators/learners. Finally, the conclusion will
summarize key findings and offer recommendations for future research unders=
core
the importance of this study in contributing to the field of EFL instruction and technology integration.
METHODOLOGY
According to Kumar (2019), methodological
design is the process of creating a detailed plan for conducting research,
which includes selecting appropriate methods for data collection and analys=
is
to ensure the research findings are valid and reliable. This research propo=
sal
adopted a methodological design, including data collection instruments and =
the
selected participant group to examine the effectiveness of the Gimkit platform in enhancing grammar acquisition amon=
g A2-level adult learners of English as a Foreign Langu=
age (EFL) in an online learning environment. The upcoming
sections will explain the research design and methodology, detail the data =
collection
instruments, and describe the sample group. By using both quantitative and
qualitative approaches, the study aims to offer a thorough understanding of=
Gimkit's impact in contemporary education (Jones, 202=
1).
This chapter will also explore the utility =
of
pre-tests, post-tests, and engagement surveys as primary data collection to=
ols,
offering a thorough view of the impacts of Gimkit
technology on learning outcomes. Furthermore, the process of selecting
participants will be explained, emphasizing the reasons for choosing a
particular group of adult learners. This ensures the study's findings are
relevant and applicable to wider educational settings.
Research Design
According to Hunziker<=
/span>
and Blankenagel (2021), research design is a st=
rategy
or plan for a study, which outlines the methods for data collection,
measurement, and analysis. They stress the importance of selecting a design
that aligns with the research objectives and questions. This research propo=
sal
utilized a mixed method, with the qualitative aspect being designed to look=
at
the technology-based learning experiences of around twenty-four A2 level adults EFL learn=
ers
learning with Gimkit at English Academy Univers=
al
C.A., with the authorization of the said institution. It involved
semi-structured survey as data collection tool. The study employed a one-gr=
oup
pre-test and post-test design to investigate the impact of the Gimkit platform on grammar acquisition among A2-level adult learners of English as a Foreign Langu=
age (EFL) in an online learning environment. For more
information on the letter to the institution and their response, see Annexe 2 and Annexe 3.
Moreover, this design involved administerin=
g a
pretest to measure participants' grammar skills before the intervention,
implementing the Gimkit platform as the instruc=
tional
tool, and then administering a post-test to measure any changes in grammar
skills after the intervention. This approach allowed for the assessment of =
the
effectiveness of Gimkit in enhancing grammar sk=
ills
within the same group of learners, (Rogers et al., 2020). In addition, the
intervention period commenced on June 1st 2024 and continued until June 24th
with three classes a week, each class lasted 60 minutes. The post-test was
administered on July 1st 2024. This approach enabled an assessment of
effectiveness of Gimkit within the same group of
learners.
Description of the instruments
A research instrument is described as a tool
used to collect, measure, and analyze data related to the subject of a stud=
y (Editage Insights, 2020). The primary instruments used=
in
this study were pre-test and post-test assessments designed to evaluate
participants' grammar skills at A2 level. These=
tests
were meticulously constructed to cover key grammar areas. They included bas=
ic
tenses and simple clauses. This ensured alignment with common grammatical
structures relevant to A2-level proficiency
(Cambridge, 2020). The pre-test was administered before the intervention. It
established a baseline of participants' grammar skills. The post-test,
conducted after the intervention measured any improvements in grammar
proficiency. The Gimkit platform served as the =
core
intervention tool in this study. For more information on the common grammat=
ical
structures relevant to A2-level proficiency, se=
e Annexe 9.
Similarly, this
interactive game-based learning platform was designed to engage students
through gamification techniques. Gimkit was use=
d to
create various grammar exercises. It also included quizzes tailored to A2 level. The platform's features, such as instant fe=
edback
customization options and collaborative elements, were leveraged to maximize
learning outcomes. Moreover, a survey was administered to gather additional
data on participants' engagement and motivation levels. It also evaluated t=
heir
motivation levels while using Gimkit. Employing=
these
methods, the study provided comprehensive evaluation. It focused on the
Content validity is a form of criterion
validity that shows how well a measure covers the construct it is meant to
represent, (Nickerson, 2023). In addition, expert validation is the process=
of
verifying the accuracy, reliability, and quality of results or judgments ma=
de
by experts using empirical or systematic methods. Expert validation involves
refining and confirming a standardized description through evaluations
conducted by experts, (Goldberg, 2022). Similarly, the pre-test, post-test,=
and
survey instruments were subject to a comprehensive content validity assessm=
ent.
The tutor validation who is a specialist in EFL
teaching and expert on research methodology assembled to review each questi=
on.
The aim was to ensure that the questions align precisely with the research
objectives, covering a spectrum of topics related to learners' experiences =
with
the Gimkit platform. For more information on the content
validity, see Annexe.
Construct Validity
Construct validity is the extent to which a
test measures what it is proposed to measure. It assesses how well a test
accurately evaluates the intended concept, (Chapman, & Gillespie, 2019).
The survey instrument, designed to measure constructs such as learner
engagement and the perceived effectiveness of the Gimk=
it
platform, underwent rigorous validation for construct validity. Survey items
were carefully crafted to align with established theoretical frameworks in
educational technology and language teaching (Li & Wang, 2020). For more
information on the validation of instruments used to collect data, see Annexe 8.
Sample
The population for this study comprised 24
adult learners of English as Foreign Language (EFL).
They were enrolled in an A2-level online course=
at
English Academy Universal C.A., in Valera, Venezuela. The participants hail=
ed
from diverse backgrounds. They had varying levels of prior exposure to Engl=
ish.
All participants were adults aged 18 and above. They undertook the course to
improve their English proficiency. The sample used in this study is based on
convenience sampling. Furthermore, this method involves selecting participa=
nts
based on their availability and willingness to take part in research. Unlike
probabilistic methods that use random selection from the entire population
convenience sampling selects individuals who are easily accessible to the
researcher. This makes it practical and efficient. It is especially useful =
for
certain types of studies (Adams & McGuire, 2022). This method does not =
aim
to be representative of entire population. However, it can provide valuable
insights when conducting exploratory research or pilot studies.
In this research participants were selected
from an ongoing A2-level online EFL
class consisting of 24 adult learners. These learners volunteered to
participate. This ensured that they were willing and motivated to engage in=
the
study. All participants provided consent to be involved in various aspects =
of
research. This included a pre-test and post-test. They also used the Gimkit platform during the intervention and completed=
the
surveys. This voluntary participation aligns with principles of convenience
sampling. It focuses on those available and willing to contribute. In addit=
ion,
the study aimed to explore the use of Gimkit pl=
atform
in enhancing EFL learning. The research provided
insights into their experiences and outcomes.
It involved a specific group of learners. T=
hey
were actively participating in an online class. Convenience sampling has
limitations in generalizability. However, it offers a detailed examination =
of
this particular context. It highlights how digital tools can be integrated =
into
EFL teaching and learning practices. This appro=
ach
allowed for an in-depth understanding. It examined participants' attitudes =
and
practices. This contributed valuable information to the broader discussion =
on
the use of technology in language education.
DEVELOPMENT
In this section, the role of interactive
learning platforms in EFL instruction, impact o=
f Gimkit platform, task-based language teaching,
effectiveness of online grammar exercises, grammar skills for A2 adult students, engagement and involvement of stud=
ents
(Andragogy), constructivism's role in adult English language learning, incr=
ease
active participation, motivation of students, interaction among students and
teachers, improving L2 and critical thinking
abilities and use of L2 in real life situations=
are
the main variables to be developed.
The Role of Interactive Learning Platforms =
in EFL Instruction
Irzawati=
(2021) highlig=
hted
in a journal titled “Utilization of Digital Platforms in Online Learn=
ing:
EFL Students’ Perspectives” how
interactive learning platforms such as LMS, Wha=
tsApp
and Google Meet have positively affected EFL
instruction. The result of the study supports the point that digital platfo=
rms
play a crucial role in enhancing English achievement and learning experience
among students while urging for more studies to bring forth meaningful
applications of these tools in teaching English as a foreign language (EFL). The study also showed that interactive learning
platforms could be used for efficient EFL learn=
ing
and making progress in language skills as well as acquiring vocabulary and
lesson comprehension.
Impact of Gimkit
platform
According to “The administrator of the
platform” (2023), Gimkit platform is an o=
nline
learning game made with educators and learners in mind. Learners can review
material and practice skills by playing games on this free trivia-style
learning app. Gimkit gives teachers the ability=
to
make and modify tests, games, and exercises that are intended to reinforce
classroom ideas and encourage cooperation and teamwork. Any classroom can u=
se
it to introduce or review material. In the same article, it is mentioned th=
at Gimkit has one of the great advantages in that it can=
keep
students involved through activities that are interactive and enjoyable.
Additionally, Gimkit
gives immediate feedback. Students obtain insights into how they perform us=
ing
simple steps instead of waiting for a teacher to mark assignments or tests.
This culture of instant response encourages continuous learning which enabl=
es
individuals to own their educational destiny. In addition, Gimkit
offers customization options that enable educators to adapt activities base=
d on
their students’ particular requirements and preferences thereby enhan=
cing
personalized learning. Moreover, there is a collaboration feature in Gimkit that promotes teamwork and communication skills
among students thus creating an atmosphere of support where a learner can
acquire knowledge from others. For more information on impact of Gimkit, see Annexe 1 and =
Annexe 5.
Task-based language teaching
According to Handabura=
(2020), learning a foreign language, specifically English grammar through a
task-based approach could be more effective than using a more conventional
technique like PowerPoint (PPT) presentations. It is emphasized that task-b=
ased
language teaching (TBLT) is a student-centered =
method
that places an emphasis on using real language in meaningful tasks, like
project-based assignments or real-world scenarios. This method not only spe=
eds
up language learning but also helps students acquire critical abilities like
negotiating meaning, asking questions in a variety of tenses, and working in
groups. Through group work, students learn how to solve problems
collaboratively, become aware of other people's perspectives, and experienc=
e a
variety of problem-solving techniques.
Furthermore, Huang and Gandhioke
(2021) realized a study with the main aim of using TBL=
T
approaches in teaching English vocabulary for EFL
students in a Chinese University. The research results indicated that learn=
ers
enjoyed participating in word games during their English lessons and this
helped them with acquiring language and developing abilities. Therefore, the
study recommends that teaching of English vocabulary should be done through=
TBTL which is pragmatic and can help learners acquire
vocabularies at EFL. The researcher employed ma=
ny
technologies such as online questionnaires, Moodle word quizzes before and
after tasks, and exam paper outcomes, to gather data for this study. After
playing word games in class, students' ability to use the new vocabulary has
grown, and their overall attitude towards learning new terms has improved
noticeably.
Effectiveness of online grammar exercises a=
nd
assessments
Kosimov<=
/span> (2022) highlig=
hted
the importance of developing a comprehensive assessment system that is rele=
vant
to students; designed for them and used according to their needs and levels=
. It
is important to develop interactive grammar activities and at the same time
choose the right assessment tools in language teaching, especially grammar
because they have a direct influence on second language learning. Assessmen=
ts
can help teachers identify students’ competences, weaknesses and
strengths and adapt instruction accordingly. They also give feedback to
students regarding their learning activities. They also impact teaching
methods, student motivation and the entire learning process.
Furthermore, Segaran
and Hashim (2022) reviewed the Effectiveness of Online Quiz Tools in enhanc=
ing
the learning of grammar among ESL learners. This study’s findings show
that different online quiz tools can greatly improve English grammar learni=
ng
of EFL learners. It is worth mentioning that mo=
re
improvements were recorded in post-test results than pre-tests implying the
advantage of integrating these tools into grammar classes. Moreover, accord=
ing
to students’ opinion, they perceived the use of online quiz tools as
positive since they helped them grow intrinsic and extrinsic motivation vit=
al
for ensuring active and pertinent class sessions. This research provides
valuable input for educators who wish to make interesting grammar exercises=
for
young ESL students using technology.
Grammar skills for A2<=
/span>
adult students
The ability to use grammar effectively is a
vital part of language proficiency. It deals with the structure rules and
principles which guide how sentences are made and the usage of words in any
language. In the same line, Abune (2019) emphas=
ized
how important it is to comprehend grammar concepts and rules in order to be
proficient in any language because they have a direct bearing on the struct=
ure
of sentences and the usage of words. For A2-lev=
el
English as a Foreign Language (EFL) learners,
building good grammar proficiency is crucial for their effective
communication. Nordquist
(2019) highlighted in the National Council of Teachers of English (NCTE) th=
at
"Grammar is important because it is the language that makes it possible
for us to talk about language”.
According to “Cambridge A2 Key Handbook for teachers for exams from 2020̶=
1;,
the ability to apply grammatical rules consistently and accurately in order=
to
communicate intended meaning is called grammatical control. This implies be=
ing
able to use elementary grammar such as words, phrases, basic tenses, simple
clauses and more complex structures which are like noun clauses, relative
clauses and adverbial ones. ESL learners need to develop a strong competenc=
e in
these grammar forms in order to be able express themselves well in everyday
situations as recommended in the A2 Key handboo=
k for
teachers, with correct grammar knowledge the students will not only communi=
cate
precisely but also, they can flexibly adjust their language use in order or
easily cope with different communication contexts that leads directly to
ambiguity reduction in communication.
Engagement and involvement of students
(Andragogy)
Andragogy is the method of teaching adult
students. One of its main objectives is the exploitation of adult learners&=
#8217;
inbuilt motivation and self-knowledge. Andragogy highlights the distinct tr=
aits
and requirements of adult students (International Atlantic University).
Constructivism's Role in Adult English Lang=
uage
Learning
Constructivism is a learning theory that
highlights the active role of learners in developing their own understandin=
g.
Instead of passively receiving information, learners reflect on their
experiences, create mental representations, and integrate new knowledge with
what they already know. This educational theory focuses on the importance of
being actively involved, solving problems, and personal understanding,
promoting deeper learning, (Mcleod, 2024). According to Lev Vygotsky's soci=
al
constructivism theory (1978, as cited in Mcleod, 2024), learning is a
collaborative process, and knowledge develops through individuals’
interactions with their culture, society, and other people by observation,
imitation, and modeling.
Furthermore, recent research highlights the
significance of constructivism in adult English language learning.
Constructivist approaches promote learner-centered, technology-rich
environments and foster self-directed learning. Also, they enhance autonomy=
(Orak & Al-Khresheh, 2=
021).
These methods align well with andragogical principles. Additionally, Khadimally (2019) emphasizes the importance of adults=
' past
experiences and their self-directed approach to learning. In EFL instruction, constructivist-based pathways include
stages such as conditioning, collaborative inquiry, and reflective examinat=
ion.
This enhances adult learners' engagement and skill development (Fitrianingsih, 2024). Vygotsky's social constructivist
theory is applied in ESL classrooms, particularly through collaborative
learning, scaffolding, and Zone of Proximal Development, which creates more
inclusive and effective language learning environments (Chaudhary 2024).
Motivation of students
Cherry (2023) wrote in “Verywell mind” that motivation is described as =
the
driving force behind human actions. It is the process that initiates, guide=
s,
and maintains goal-oriented behaviors. In terms of education, some of the
factors that influence students’ motivation are social aspects of the=
ir
lives such as interactions with English native speakers, peer groups as wel=
l as
parental support that enhance motivation. Conversely, some educational cont=
ext
factors such as poor English language teachers and physical learning
environment influence negatively on motivation. Furthermore, the research
revealed that the English textbook had a positive influence in terms of
motivation. In conclusion, psychological variables and improvement of physi=
cal
learning environments are important for enhancing students’ motivatio=
n.
In essence, for effective learning to occur,
one has to be motivated and manage their own behavior too. One’s stro=
ng
motivation is usually the cornerstone in achieving certain goals For instance. weight loss or even smoking cessation.
Teachers, just like any other goal-driven person should have a well-planned
strategy plus they must be highly devoted towards their objectives. The
influence that teachers’ encouragement gives to learners by way of
motivational aspects increases the chances of them being receptive towards =
new
information. Given that students learn through different ways such as
listening, writing and doing things around them; one size fits all approach
cannot work here. Therefore, there are different methods needed for teachers
who want to keep their learners interested as well as motivated throughout =
the
study period. Teachers should motivate their students to use L2 in real life situations.
Interaction among students and teachers
Teachers’ behavior plays an important
role in the motivation and interaction of their students. For instance,
Burroughs et al. (2019) highlighted in an article how teacher behaviors, su=
ch
as the content of instruction and amount of time spent on tasks, affect
students' motivation and academic performance. Researchers agree that teach=
ers
are one of the most important school-based resources in determining
students’ future academic success and lifetime outcomes. As a result,
there has been a strong emphasis on improving teacher effectiveness as a me=
ans
to enhancing student learning, interrelationship and interaction. A good
relationship among students and teachers’ facilities effective learni=
ng
process.
Improving L2 and
critical thinking abilities
Critical thinking is the process of thinking
carefully about a subject or idea, without allowing feelings or opinions to
affect you (Cambridge Advanced Learner's Dictionary & Thesaurus).
Additionally, Birjandi et al. (2019) define cri=
tical
thinking as “the art of analyzing how the human mind is engaged in
thinking, the ability to analyze and evaluate the data the mind receives, a=
nd
the capability to use thinking for educational purposes”. According to
them, critical thinking requires careful reasoning before accepting any cla=
im
as true; management of information that is availed and finally create speci=
fic
standards for evaluation. They further bring to light the meta-cognitive as=
pect
of critical thinking which encompasses self-reflection on mental processes.
Developing critical abilities help to improve grammar skills and Proficienc=
y of
A2 adult students.
Besides, they talk about different mental
elements that impact on how the mind works such as mental constructs, mental
operations, abilities belonging to minds, dispositions of minds, conditions=
of
minds, activities in minds. Thus, this paper gives a broad understanding of
what entails critical thought. In this study, the teaching of critical thin=
king
that is explicit has been known to enhance the critical thinking abilities =
of
students who are studying English in colleges. The systematic review involv=
ed a
critical analysis of international studies on the teaching of Critical Thin=
king
(CT) skills to English Language Learners (ELLs)=
in
higher education and found that general CT skills taught explicitly were the
most promising approach in improving CT skills among E=
LLs.
The evidence is not conclusive due to many small-scale and methodologically
flawed studies, but the review shows that explicit teaching approaches of
general CT can enhance CT skill among ELLs.
RESULTS
The impact of Gimkit
on teaching. It comprehends different grammar topics in the context of A2 level grammar acquisition for students who are lea=
rning
English as a foreign language.
Graphic 1
The impact of Gimkit
on teaching
Note: from pre-grammar and p= ost grammar test results: The impact of Gimkit to b= oost A2 grammar acquisition in adults in EFL learning by Pesantes Duarte and Kamara (2024).<= o:p>
The bar chart a=
bove
illustrates the impact of Gimkit on teaching. It
comprehends different grammar topics in the context of A2
level grammar acquisition for students who are learning English as a foreign
language. The graph displays a scale ranging from 0% to 100%. Initially, the
average score for the first topic (present simple) was 64.2%, with a range =
from
20.8% to 100%. Following the implementation of Gimkit<=
/span>,
this average increased significantly from 64.2% to 92.6%, indicating a mark=
ed
improvement in understanding this grammar topic. Another topic (the future tense), =
which
scored 62.5% at the outset, increased to 95.2%. This is a significant incre=
ase.
Further, the present progressive tense demonstrated an increase from 50% to
71.4%. It suggests a moderate increase. The percentage of possessive adject=
ives
also shows a slight change, from 62.5% to 85.7%.
Besides that, the percentage of prepositions
moved from 66.7% to 95.2%. This illustrates a significant enhancement. Not =
only
prepositions showcased improvement, but also comparative adjectives and
comparative adverbs did. The scores rose from 50% to 66.7% and 45.8% to 90.=
5%,
respectively. Conjunctions and adverbs demonstrated a substantial increase,
from 16.7% to 81%. In the same vein, the past tense experienced a moderate
increase from 60.4% to 85.75%. The past perfect exhibited substantial
improvement. Scores rose from 58.3% to 90.5%. Moreover, modal verbs
demonstrated significant advancement. Scores increased from 41.7% to 85.7%.
Despite the second conditional's modest increase from 8.3% to 35%, there was
some progress. In addition,
The passive voice in the simple past has
experienced a notable surge. It rose from 41.7% to 95.2%. Then, the percent=
age
of indirect speech scores increased from 33.3% to 90.5%. This represented
substantial progress. From 62.5% to 95.2%, the future tense of "going
to" increased. The percentage of relative pronouns increased
significantly, from 58.3% to 90.5%. For a detailed breakdown of the survey,
pre-test and post-test, see Annex 5.
Graphic 2
Age Distribution
Note: From Survey results: =
The
impact of Gimkit to boost =
A2
grammar acquisition in adults in EFL learning b=
y Pesantes Duarte and Kamara (2024).
The age group of 26 to 35 comprised the
majority of participants. They comprised 50.0% of the entire sample.
Individuals between the ages of 18 and 25 followed closely behind. They
comprised 26.9%. 11.5% of the participants were between the ages of 36 and =
45. 7.7%
were under 18 years old. The age group 46-55 was the smallest. It accounted=
for
only 3.8%.
Graphic 3
Gender Distribution
![](3D"0225_Kamara_archivos/image010.gif")
Note: From Survey results: T=
he
impact of Gimkit to boost =
A2
grammar acquisition in adults in EFL learning b=
y Pesantes Duarte and Kamara (2024).
Males comprised a substantial majority at
65.4%, while females accounted for 34.6%.
Graphic 4
The utilization of games for the practice of
grammar (EFL)
![](3D"0225_Kamara_archivos/image012.gif")
Note: From Survey results: T=
he
impact of Gimkit to boost =
A2
grammar acquisition in adults in EFL learning b=
y Pesantes Duarte and Kamara (2024).
From the bar chart, 52% of respondents
utilized Gimkit. This was for practicing English
grammar. It was the most prevalent option. Kahoot followed closely with 48%.
28% of participants implemented a quiz. 16% of individuals employed Bambooz=
le.
16% of the respondents also wore a blouse. It is important to note that 28%=
of
the respondents did not use any of these games.
Graphic 5
Previous experience playing online games wi=
th
English teachers
![](3D"0225_Kamara_archivos/image014.gif")
Note: From Survey results: T=
he
impact of Gimkit to boost =
A2
grammar acquisition in adults in EFL learning b=
y Pesantes Duarte and Kamara (2024).
Half of the respondents (50.0%) never played
online games with their English teachers. Nonetheless, 19.2% of the
participants played a single game per week. Daily participation was recorde=
d at
15.4%. The percentage of individuals who played once per month was 11.5%. T=
he
proportion of individuals who played once per unit was 3.8%.
Graphic 6
Perceived Advantages of Engaging in Online
Games to Improve English Grammar
![](3D"0225_Kamara_archivos/image016.gif")
Note: From Survey results: T=
he
impact of Gimkit to boost =
A2
grammar acquisition in adults in EFL learning b=
y Pesantes Duarte and Kamara (2024).
A significant 69.2% of respondents rated the
perceived benefits of playing online games for learning English grammar at =
10.
They believed it significantly improved their grammar abilities. An additio=
nal
7.7% gave it a rating of 8. The same percentage assigned it a rating of 7; =
3.8%
of respondents provided ratings of 6, 9, and 2.
Furthermore, numerous respondents emphasized
that online games provide an engaging experience. They offer an enjoyable
learning experience. They believed that games facilitated a more comprehens=
ive
understanding. Games provide an engaging and entertaining approach to honing
language skills. The grammar concepts are retained. Certain cognitive
advantages were identified. Positive aspects of increased peer interaction.=
DISCUSSION
The results of intervention demonstrated the
substantial influence of Gimkit on the acquisit=
ion of
A2 level English grammar among adult EFL learners. Additionally, both the pre-intervention
scores, shown in blue, and the post-intervention scores, shown in lime gree=
n in
the bar chart above clearly demonstrated Gimkit's
effectiveness in addressing a variety of grammar topics. The comprehension =
of
Present Simple experienced the most significant improvement, increasing fro=
m an
average of 64.2% to 92.6%. This substantial increase suggested that Gimkit significantly improved students' comprehension=
of
fundamental grammar structures. In the same vein, the Future Tense demonstr=
ated
a substantial increase from 62.5% to 95.2%, which emphasized Gimkit's efficacy in instructing more intricate gramm=
atical
concepts.
Moderate improvements were also observed in
various topic such as Present Progressive, Possessive Adjectives, Comparati=
ve
Adjectives, and Comparative Adverbs, among other areas. These findings
indicated that Gimkit consistently enhanced gra=
mmar
proficiency across a variety of subjects; however, the degree of improvement
was inconsistent. Gimkit was identified as a
promising tool when these findings were compared to the existing literature=
on
educational technology and grammar acquisition. Previous research had
demonstrated the advantages of interactive and gamified methods in improving
learning outcomes (Smith, 2020; Jones et al., 2021; Lee & Park, 2019). =
The
present study contributed to this body of research by illustrating the effi=
cacy
of Gimkit on a diverse array of grammar topics.=
Educators and learners alike were significa=
ntly
affected by these findings. The significant enhancements in grammar profici=
ency
indicated that the integration of platforms such as Gi=
mkit
into language instruction could result in significant improvements in
comprehension and application. This discovery was especially pertinent for
adult learners of English as a Foreign Language, as they required interacti=
ve
learning methods and engagement to maintain their progress.
Although the results were favorable, it is
important to recognize the existence of numerous constraints. The study's
primary focus was on A2 level learners in a spe=
cific
educational setting, which may restrict its adaptability to other proficien=
cy
levels or learning environments. Additionally, the study did not directly
compare Gimkit with other educational tools or
traditional teaching methods, despite the fact that Gi=
mkit
demonstrated substantial improvements in a variety of grammar topics.
Furthermore, the quantitative results were
further supported by the survey findings, which underscored the widespread
acceptance and perceived advantages of utilizing online games such as Gimkit for grammar practice among adult learners. The
majority of participants expressed high satisfaction with Gimkit,
recognizing its capacity to enhance grammar skills while simultaneously mak=
ing
learning enjoyable. This was consistent with prior research that demonstrat=
ed
the efficacy and engagement of gamified learning environments in enhancing
learning outcomes (Brown & Miller, 2019; Johnson et al., 2020).
The demographic breakdown indicated that the
majority of participants were male and aged 26–35. The sample's poten=
tial
bias toward younger adult males was indicated by this demographic profile,
which could potentially affect the generalizability of the findings to other
age groups and genders. In general, the survey results confirmed the
effectiveness of Gimkit as a preferred tool for
practicing English grammar, emphasizing its popularity and perceived benefi=
ts
among adult learners.
Future research could further develop these
findings by conducting longitudinal studies to evaluate the long-term reten=
tion
of grammar knowledge acquired through Gimkit.
Furthermore, comparing this educational game with others or different teach=
ing
methods could give us useful information about which methods work better.
Moreover, studying what students and teachers think about using games in
learning, like Gimkit, could give us valuable
insights into why and how well these platforms are used.
CONCLUSION
This concluding chapter revisits the core f=
ocus
of the research and answers the questions related to the research. The aim =
was
to investigate and examine the impact of the Gimkit
platform on grammar proficiency among A2-level =
EFL students. The study investigated the dependent va=
riable
of grammar proficiency. It also explored its relationship with the independ=
ent
variable, the Gimkit platform. Several research
questions were addressed. These aimed to gain insights into the
technology-based learning experiences of A2-lev=
el
adult EFL learners in the context of grammar
acquisition using Gimkit. The research questions
sought to determine the extent to which Gimkit
improves grammar skills in online learning environments. The study also
examined how its effectiveness compares to traditional teaching methods. The
general objective was to observe the impact of Gimkit<=
/span>
on grammar acquisition among adult EFL learners=
. This
provided valuable data for educators and stakeholders in the field of
language learning.
Additionally, the findings suggested that <=
span
class=3DSpellE>Gimkit significantly improved the acquisition of gram=
mar
across a variety of subjects. The learners demonstrated significant enhance=
ments
in their comprehension and application of grammar rules, particularly in the
areas of present Simple, Future Tense, Indirect Speech, and Passive Voice in
Simple Past. Furthermore, the learners responded favorably to the
technology-based learning experience that Gimkit
offered. The majority of participants gave the platform high marks and cred=
ited
it with helping them improve their grammar skills. This is consistent with =
the
survey results, which indicated that a substantial number of participants
believed that online games such as Gimkit enhan=
ced
the effectiveness and enjoyment of learning.
In terms of the degree of improvement, the =
data
indicated that Gimkit resulted in substantial
increases in post-intervention scores for all grammar topics studied. This
implies that Gimkit not only captivated learner=
s but
also aided in the development of a more profound comprehension and retentio=
n of
grammar concepts. The study discovered that the interactive and gamified
approach of Gimkit was more effective in enhanc=
ing
grammar acquisition among A2-level EFL adults when contrasted with traditional online te=
aching
methods. Gamified learning platforms' advantages over conventional methods =
were
emphasized by the substantial enhancements in test scores and the favorable=
feedback
from students. The study was successful. For more information, see Annex 10=
.
Finally, the results indicate that Gimkit is an exceptionally effective instrument for
improving the grammar skills of adult EFL learn=
ers at
the A2 level. The platform's success in enhanci=
ng
grammar proficiency was influenced by its capacity to engage learners and o=
ffer
a fun, interactive learning experience. This research emphasizes the potent=
ial
of gamified learning tools, such as Gimkit, to
revolutionize language education, thereby increasing its effectiveness and
enjoyment for students. These results could be further developed through
additional research that compares Gimkit to oth=
er
educational technologies and investigates long-term retention.
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Todo
el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades, publicados en este sitio está disponibles bajo
Licencia Creative Commons<=
span
lang=3Des-419 style=3D'font-size:10.0pt;line-height:116%;mso-fareast-font-f=
amily:
"Times New Roman";mso-fareast-theme-font:minor-fareast;color:#595959'> =
;![3D"https://revistacientifica.uamericana.edu.py/public/site/images/aduar=](3D"0225_Kamara_archivos/image017.jpg")
.
LATAM Revista
Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paragu=
ay.
ISSN en línea: 2789-3855, marzo, 2026, Volum=
en
VII, Número 1 p 3168
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