RT info:eu-repo/semantics/masterThesis
T1 Grammatical Conspiracy Escape Room: an Educational Proposal to Revise the English Passive Voice
A1 Serrano García, Nerea
A2 Universidad de Valladolid. Facultad de Filosofía y Letras
K1 Escape Rooms
K1 Passive voice
K1 Challenges
K1 Bilinguals
K1 Non-bilinguals
K1 Motivation
K1 Voz pasiva
K1 Desafíos
K1 Bilingües
K1 No bilingües
K1 Motivación
K1 5701.11 Enseñanza de Lenguas
AB This research analyzes how gamification, specifically Escape Rooms (ERs), contributes to improving students’ motivation in learning the English passive voice. The study analyzes the effectiveness of ERs in English as a Second Language (ESL) classrooms for improving L2 English learners’ understanding and usage of the English passive voice. It involved 38 adolescents, both bilingual and non-bilingual, who engaged in a passive-voice themed ER to verify whether i) the English passive voice poses challenges for L2 learners, ii) the ER enhances the participants’ understanding and usage of this grammatical structure, iii) the same ER could be utilized with the two types of participants, and iv) the ER motivates the participants. Results showed that both groups struggled with the passive voice, especially with its usage, but improved by 50% after participating in the ER. Additionally, the bilingual group expressed interest in more challenging puzzles, while both groups were motivated by the experience. These findings suggest that educational ERs are effective learning tools for complex grammatical structures in ESL classrooms.
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/72839
UL https://uvadoc.uva.es/handle/10324/72839
LA eng
NO Departamento de Filología Inglesa
DS UVaDOC
RD 08-abr-2025