Campoverde Lopez, J., Guzman Brito, D., Diaz Gonzalez. R. (2026). Enhancing English

Communicative Interaction through Gamified Mobile Learning: A Quasi-

Experimental Study in Secondary Education. Linguatech, Volumen (2), páginas.

36 - 47

El desarrollo de habilidades comunicativas en inglés constituye un desafío persistente

en contextos de educación secundaria, especialmente en entornos donde predominan

metodologías tradicionales y limitadas oportunidades de práctica oral. En este estudio se

analizó el impacto del aprendizaje móvil gamificado como estrategia pedagógica para

con estándares internacionales de competencia lingüística, con énfasis en la producción

oral y la interacción comunicativa. Los resultados evidenciaron una mejora significativa

en el desempeño de los estudiantes, particularmente en la fluidez, pronunciación y

capacidad de interacción en situaciones comunicativas. Asimismo, se observó un

aumento en la motivación y participación activa, atribuible a la naturaleza interactiva y

adaptativa del entorno digital. Estos hallazgos sugieren que el aprendizaje móvil

gamificado constituye una herramienta eficaz para potenciar el desarrollo de habilidades

comunicativas en inglés, favoreciendo procesos de aprendizaje autónomo y

significativo.

Palabras clave: Gamificación, Interacción comunicativa, Aprendizaje móvil

English. A quasi-experimental design with a mixed-methods approach was employed,

integrating both qualitative and quantitative data to assess students’ progress before and

after the intervention. The sample consisted of secondary-level students who engaged in

structured learning activities through a digital platform based on gamification

principles. Diagnostic (pre-test) and final (post-test) assessments were administered,

aligned with international language proficiency standards, with a focus on oral

production and communicative interaction. The results revealed a significant

improvement in students’ performance, particularly in fluency, pronunciation, and their

ability to interact in communicative contexts. Additionally, an increase in motivation

and active participation was observed, attributed to the interactive and adaptive nature

communicative competence—particularly oral interaction—remains a significant

challenge in secondary education. Traditional teaching methodologies often emphasize

grammar and written skills, limiting students’ opportunities to engage in authentic

communicative practices. As a result, learners frequently demonstrate low levels of

fluency, pronunciation accuracy, and confidence when using the language in real-life

situations .

In recent decades, Information and Communication Technologies (ICT) have

emerged as transformative tools in the educational field, offering innovative approaches

to language teaching and learning. ICT facilitates access to interactive resources,

promotes autonomous learning, and enhances student engagement through dynamic and

elements—such as rewards, levels, feedback, and challenges—in non-game

environments to increase motivation and engagement (Deterding et al., 2011). In

language learning, gamified platforms provide interactive activities that foster

repetition, immediate feedback, and progressive skill development, contributing to

improved learning outcomes and increased learner autonomy.

From a theoretical perspective, this approach aligns with constructivist

principles proposed by Piaget (1952) and Vygotsky (1978), which emphasize active

learning, social interaction, and the construction of knowledge through meaningful

performance through pre-test and post-test assessments, considering both qualitative

and quantitative data.

Regarding the variables of the study, the independent variable is defined as

gamified mobile learning, understood as the use of digital platforms that incorporate

game-based elements and mobile accessibility to facilitate language learning. This

variable includes components such as interactive exercises, immediate feedback,

adaptive learning paths, and motivational reward systems.

The dependent variable is English communicative interaction, which refers to

the students’ ability to effectively use the language in oral contexts. This includes sub-

dimensions such as fluency, pronunciation, vocabulary use, and the capacity to engage

in meaningful exchanges with others. Communicative interaction is considered a key

competence, promote student motivation, and support meaningful learning in secondary

This study adopted a quasi-experimental research design within a mixed-

methods framework, combining both qualitative and quantitative approaches to obtain a

comprehensive understanding of the phenomenon under study. Quasi-experimental

designs are widely used in educational research when random assignment is not

feasible, allowing researchers to evaluate the effectiveness of pedagogical interventions

through pre-test and post-test comparisons (Creswell, 2014).

Furthermore, the study was grounded in an action research perspective, which

involves a cyclical process of planning, action, observation, and reflection to improve

educational practices (Kemmis & McTaggart, 2000). This approach allowed the

researchers to actively intervene in the teaching-learning process and evaluate the

effectiveness of gamified mobile learning in a real educational setting.

The participants of this study consisted of a sample of 45 secondary school

students, selected from a population of approximately 1,200 learners. The students were

between 14 and 17 years old, representing a typical adolescent group in secondary

education. The sampling technique was non-probabilistic and purposive, as participants

were selected based on their relevance to the research objectives, particularly their

variables, multiple data collection instruments were employed:

Pre-test and Post-test: These instruments were designed to assess students’

communicative competence in English, particularly focusing on oral interaction,

fluency, pronunciation, and vocabulary use. The assessments were aligned with

international language proficiency frameworks, allowing for standardized measurement

of progress. Pre- and post-testing is a common strategy in quasi-experimental studies to

determine the effectiveness of interventions (Fraenkel, Wallen, & Hyun, 2012).

Survey Questionnaires: Structured questionnaires were administered before and after

the intervention to collect data on students’ perceptions, attitudes, and motivation

dynamics (Cohen, Manion, & Morrison, 2018).

The triangulation of these instruments enhanced the validity and reliability of the

findings by capturing both performance-based and experiential data.

The research procedure was organized into three sequential phases:

Diagnostic Phase: Initially, a pre-test was administered to evaluate students’ baseline

level of English communicative interaction. This phase also included the application of

initial surveys to identify students’ previous exposure to digital tools and their attitudes

toward language learning. The diagnostic process allowed researchers to establish a

reference point for measuring progress .

Intervention Phase: During this phase, students engaged in structured learning

environment fostered motivation and engagement, which are critical factors in second

Evaluation Phase: At the conclusion of the intervention, a post-test was administered

to measure improvements in communicative interaction. Follow-up surveys and

observations were conducted to assess changes in students’ motivation, participation,

and overall learning experience.

The data analysis process combined both quantitative and qualitative techniques:

Quantitative Analysis: Data obtained from the pre-test and post-test were analyzed

using descriptive statistics (means, percentages) and comparative analysis to identify

Clarke, 2006).

The results of this study are presented based on the comparison between pre-test and

post-test outcomes, as well as the analysis of survey responses and observational data

collected during the intervention.

The comparison of pre-test and post-test scores revealed a notable improvement

in students’ English communicative interaction, particularly in oral production skills

such as fluency, pronunciation, and vocabulary usage. Initially, the pre-test results

indicated that a significant proportion of students demonstrated limited ability to engage

in basic communicative exchanges, reflecting low proficiency levels and restricted

hesitation.

Vocabulary usage: Expanded lexical repertoire and more appropriate word selection in

context.

These findings are consistent with previous studies indicating that digital and

gamified learning environments can significantly enhance language acquisition

outcomes (Vasselinov & Grego, 2012).

Comparison of Pre-test and Post-test Results in English Communicative Interaction

The analysis of survey data revealed positive student perceptions regarding the

use of gamified mobile learning. Before the intervention, students expressed limited

exposure to technological tools for language learning and reported low motivation in

traditional classroom settings .

Following the intervention, the majority of students reported:

that gamification enhances engagement and motivation in educational contexts

(Deterding et al., 2011).

Survey Results on Students’ Perceptions of Gamified Mobile Learning