The research is based on Self-Determination Theory, which suggests that motivation increases when basic psychological needs such as autonomy, competence, and social relatedness are met. In addition, Vygotsky's sociocultural theory is considered, which highlights the influence of the social and cultural context on learning, which is particularly relevant in analyzing the impact of gamification in Ibagué.

Using a mixed approach, combining quantitative and qualitative data, information will be collected from students from various schools in Ibagué. Questionnaires, standardized tests, observations, interviews, and focus groups will be used to assess changes in motivation and academic performance before and after implementing gamification.

Gamification is expected to increase students' motivation and participation in English classes, as well as their academic performance. The study also seeks to identify contextual factors that could influence the effectiveness of gamification, thus providing recommendations to optimize these strategies in Ibagué and similar contexts.

2. Burton, L. D., Paroschi, E. E., Habenicht, D. J., & Hollingsead, C. C. (2006). Curriculum Design and Children’s Learning at Church. Religious Education, 101(1), 4–20. taken from: https://doi.org/10.1080/00344080500459117

3. Hsien-Sheng H, Cheng-Sian C, Chien-Yu L, Chih-Chun C, Jyun-Chen C. Australasian Journal of Educational Technology, 2014. The influence of collaborative learning games within different devices on student’s learning performance and behaviors. taken from: https://doi.org/10.14742/AJET.347

4. Erin C. H, Tamara L. K, Adam W, Erin W, Amy M, Shannon T. 2009. Young Children's Video/Computer Game Use: Relations with School Performance and Behavior. Taken from: https://doi.org/10.1080/01612840903050414

5. Jackson, R. (2018). Religious education for plural societies: The selected works of Robert Jackson. Routledge. Taken from: https://books.google.es/books?hl=es&lr=&id=9jZyDwAAQBAJ&oi=fnd&pg=PT7&dq=How+do+engaging+games,+music,+and+videos+influence+the+learning+environment,+behavior,+and+performance+of+5-+to+12-year-old+children+in+a+didactic+Sunday+school+class+at+a+Christian+church%3F&ots=HUL974HZBy&sig=-u4hxG-9UKkoh5SNyCiTkuby5OA#v=onepage&q&f=false

6. Mogane, K. L. (2021). Benefits of creating and participating in an original creative musical production on the self-esteem of adolescents in a residential care institution (Doctoral dissertation, University of Pretoria (South Africa)). Taken from: https://www.proquest.com/openview/094fd9ae725e29dc92678918a610e475/1?pq-origsite=gscholar&cbl=2026366&diss=y

7. Allery, L. (2014). Make use of educational games. Education for Primary Care, 25(1), 65-66. Taken: https://doi.org/10.1080/14739879.2014.11494245

8. de la Mora Velasco, E., Hirumi, A., & Chen, B. (2021). Improving instructional videos with background music and sound effects: A design-based research approach. Journal of formative design in learning, 1-15. Taken from: https://link.springer.com/article/10.1007/s41686-020-00052-4

9. Daniel, R. (2006). Exploring music instrument teaching and learning environments: Video analysis as a means of elucidating process and learning outcomes. Music Education Research, 8(2), 191-215. Taken from: https://www.tandfonline.com/doi/abs/10.1080/14613800600779519

10. Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015, February). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM conference on computer supported cooperative work & social computing (pp. 1882-1895). Taken form: https://dl.acm.org/doi/abs/10.1145/2675133.2675217

The research question I have proposed focuses on improving classroom dynamics and participation by promoting collaboration among students and personalizing learning to meet the individual needs of each student. These two elements are considered fundamental to creating a more effective and enriching educational environment. The goal is to explore strategies that encourage collaboration among students, analyze how students can learn to actively participate and support each other to improve communication with both the teacher and their peers, and solve activities together while maintaining appropriate behavior in class. Through the use of videos and interactive classes, the goal is to improve student behavior and make teaching more effective. It is also essential to evaluate the impact of group activities on student engagement and participation, as well as analyze how collaboration can improve understanding and retention of concepts. There is also a need to investigate methods to identify individual learning styles and adapt teaching to the specific needs of each student, evaluating the impact of these personalized strategies on academic performance and student satisfaction.

https://academic.oup.com/applij/article-abstract/38/3/430/2671012

2. Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Course Book and Reference Guide. Cambridge University Press.

https://www.scirp.org/reference/referencespapers?referenceid=2741232

3. Gilbert, J. B. (2008). Teaching Pronunciation: Using the Prosody Pyramid. Cambridge University Press

https://www.scirp.org/reference/referencespapers?referenceid=3441487

4. Murphy, J. (2013). Teaching the Pronunciation of English: Focus on Whole Courses. University of Michigan Press.

https://www.jbe-platform.com/content/journals/10.1075/jslp.18012.hue

5. Levis, J. M. (2018). Intelligibility, Oral Communication, and the Teaching of Pronunciation. Cambridge University Press.

https://www.cambridge.org/core/books/intelligibility-oral-communication-and-the-teaching-of-pronunciation/56F904F4B45A393FCDEC3EF4D11DBBCC

6. Thomson, R. I., & Derwing, T. M. (2015). The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, 36(3), 326-344.

https://research-information.bris.ac.uk/en/publications/the-effectiveness-of-l2-pronunciation-instruction-a-narrative-rev

7. Couper, G. (2011). What Makes Pronunciation Teaching Work? Testing for the Effect of Two Variables: Socially Constructed Metalanguage and Critical Listening. Language Awareness, 20(3), 159-182.

https://www.tandfonline.com/doi/abs/10.1080/09658416.2011.570347

Good evening tutor an classmates, the topic I would like to search about is about techniques that could help students to overcome with pronunciation difficulties, due that as a teacher I have found that struggling with pronunciation is one of the problems that most of the English learners have, this difficulty make them insecure when they try to communicate in the foreign language an in most cases causes make students to drop out of English programs.

In this research, the Juan Bautista la Salle Educational Institution identified a problem during pedagogical practices; in the 6th-grade children, a bad coexistence when integrating; and when the children do not modulate their behavior, they talk a lot during class, they get up from their tables, thus generating disorder, especially identifying several children who are mostly imperative, they talk and do not pay attention to the activities. For this reason, elements of ELT tasks and inclusive education must be implemented in these children.

As for problems and cognitive needs, English is an area with less influence, they have to be repeated many times. For this reason, it is desired to implement inclusive education in ELT which integrates all the didactic opportunities and learning tasks for children in inclusion, focusing the activities to improve the needs presented. Inclusive education has gained a lot of strength and more support is needed in this area since all schools should adapt, thus providing more opportunities and improving educational needs.

What inclusive strategies can be implemented in ELT to support students with diverse learning needs?

Task-based learning methodology, known as ELT, is an innovative pedagogical strategy that makes learning meaningful and materialistic with authentic activities to improve linguistic communication skills. Therefore, in real-time and prior knowledge, as an advantage of the ELT approach, valuing each experience and critically solving problems and situations. It contributes to practice and theory with pedagogical strategies that collaborate in authentic meaningfulness, enhancing comprehensiveness and creativity. This must respond to the need for inclusive education during its integration and approach. (Cyberstream, 2024).

How does inclusive ELT impact the academic success of students with disabilities?

The obstacles to ELT may be the curricular approach which is based on meeting the needs of inclusive education, which may be an environment that adapts to the diversity and complex needs, such as technological support, to people with disabilities or special needs, adapting inclusion policies, and access to those tools, while also being flexible. Working on these needs is complex, but education and technology must be prepared for the obstacles.  

Podcast

Why is Inclusion in ELT important?

I believe that inclusive education has gained a lot of strength and more support is needed in this area since all schools should adapt, thus providing more opportunities and improving educational needs

Taking advantage of ELT integration, which will improve through tasks designed with an inclusion approach in the previous case. In addition, as a teacher, being able to design under ELT would have great advantages due to its technology, its pedagogical didactic integration, taking advantage of time, and using tools that support us in these didactics. The teacher must innovate and learn to improve the needs detected in the area

Blanco, R. (2008). Marco conceptual sobre educación inclusiva. En: UNESCO. (2008). La educación inclusiva: el camino hacia el futuro. https://unesdoc.unesco.org/ark:/48223/pf0000162787_spa Estudiar páginas 5 a 14

Cyberstream (2024). Guía completa sobre ELT en educación: Definición, beneficios y ejemplo sitio web: https://www.byronvargas.com/web/que-es-elt-en-educacion/#google_vignette

Educación a Distancia (2024). Revolucionando la Educación Inclusiva: El Poder Transformador de la Tecnología

https://uiix.edu.mx/revolucionando-la-educacion-inclusiva-el-poder-transformador-de-la-tecnologia/

Kingsley J, (2004). Actividades motrices: Para niños y niñas con necesidades especiales. Recuperado de: https://books.google.com.co/books?id=uFkWJ8pVzwgC&pg=PA110&dq=actividades+para+trabajar+en+clase+con+ni%C3%B1os+de+NEE&hl=es-419&sa=X&ved=0ahUKEwizhO3RtcHhAhUGuVkKHXxDCBIQ6AEILTAB#v=onepage&q=actividades%20para%20trabajar%20en%20clase%20con%20ni%C3%B1os%20de%20NEE&f=false

Montes M; Castro M. (2005). Juegos para niños con necesidades educativas especiales. Recuperado de:https://books.google.com.co/books?id=U3JK0ko7LuAC&printsec=frontcover&dq=actividades+para+trabajar+en+clase+con+ni%C3%B1os+de+NEE&hl=es-419&sa=X&ved=0ahUKEwizhO3RtcHhAhUGuVkKHXxDCBIQ6AEIUTAH#v=onepage&q

Ministerio de Educación. Guía para la implementación del decreto 1421 de 2017.

https://especiales.colombiaaprende.edu.co/emociones- conexion-vital/pdf/L2_R1_Mod2_Guia_apoyo_Decreto_1421.pdf

Sandra Stadler-Heer, Inclusion, ELT Journal, Volume 73, Issue 2, April 2019, Pages 219–222, https://doi.org/10.1093/elt/ccz004 

Torres. A (2024). Qué estrategias a implementar para lograr la inclusión educativa [Blog]

https://sociedaduniversal.com/inclusion/que-estrategias-a-implementar-para-lograr-la-inclusion-educativa/

Uzcátegui, M.K, Cabrera. B, Lami, P. (2012). The Inclusive Education: a Way for Integration. Artículo de investigación. Investigación en el programa del Máster en Inmigración, Refugio y relaciones Intercomunitarias de la Universidad Autónoma de Madrid, 2009.Divers.: Perspect. Psicol. vol.8 no.1 Bogotá Jan. /June 2012 http://scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-99982012000100010