Enhancing English Communicative Interaction through Gamified Mobile Learning: A Quasi-Experimental Study in Secondary Education

Abstract

The development of English communicative skills remains a persistent challenge in secondary education, particularly in contexts where traditional methodologies limit opportunities for oral practice. This study aimed to analyze the impact of gamified mobile learning as a pedagogical strategy to enhance communicative interaction in 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 of the digital learning environment. These findings suggest that gamified mobile learning is an effective tool for enhancing English communicative skills, promoting autonomous and meaningful learning processes.