O uso da gamificação no aprendizado de língua inglesa: um estudo comparativo envolvendo o aplicativo Duolingo como ferramenta de aprendizagem

Abstract

Among the many changes that affect our lives due to the emergence and use of new technologies and the tools available on the internet, it is essential to think about the transformations that such resources can generate in the classroom, and particularly in the English language classroom, língua franca. There are researchers who study the process of gamification and how it reaches the classroom. We highlight here the works of Fadel (2014), Falcão (2014), Fardo (2013) and Leffa (2014). The present research seeks to report, using the deductive method of approach, the results obtained in two months of study, doing a qualitative and quantitative case study about the use of gamification in English language learning through Duolingo application. The main objective was to verify the relevance of using Duolingo application as a way to optimize the students´ learning. The data were collected from an experiment with two groups of a language course in the city of João Pessoa, whose students are teenagers attending the same level: the first group remained in its classroom routine and the contents worked were restricted to the adopted textbook, and the second was invited to make use of the Duolingo application. In addition, two questionnaires were developed (based on the content studied in the application) in order to compare the results of the students from both groups. We sought to know the application, apply it and understand its repercussion as to the learning process. The reflection about gamification through Duolingo made evident the possibility of using new tools and the playfulness that they can bring to the classroom, but also pointed to a non-significant dimension in terms of developing language skills.