It consists of teaching academic content through a second language, generally not native to students.

Allows a greater scope in the relationship between content and language.

The main limitations: The teacher's own linguistic limitation and the students' low level of the foreign language.

The main focus is to instruct the person who is learning a second language to be able to produce real communication, both oral and written, with other speakers of that foreign language.

Students not only learn to use the language to exchange information, but also to express ideas, opinions and emotions effectively.

Classroom activities and tasks are designed to simulate real situations in which students need to use the language to achieve a specific objective.

Focuses on the development of critical, creative and reflective thinking skills in students as an integral part of the learning process.

It consists of students learning to address authentic and relevant problems.

With this method, students develop skills and critical thinking.

Allows independence and educational self-regulation of the student

This methodology encourages teamwork, collaboration and peer learning.

Students work in small teams, usually three to five members.

Game mechanics are applied to the educational-professional field in order to achieve better results, whether to better absorb some knowledge or improve some skill.

It is about making learning more attractive and rewarding for the student to assimilate.

The teacher has a central role in the transmission of knowledge and the direction of the learning process.

The teaching process focuses on the delivery of information, the explanation of concepts and the evaluation of learning.

Students play a passive role in the learning process, only listening and receiving the information presented by the teacher.

Less emphasis is placed on formative assessment, which involves continuous feedback during the learning process.

The hierarchical configuration of the classroom is established and does not change at all, the teacher is always at the front of the classroom and the students sit in rows or in assigned groups.

Students are active participants in the learning process, rather than passive recipients of information.

The role of the student as a builder of his or her own knowledge is highlighted.

Approaches such as problem-based learning, project-based learning, and cooperative learning are used to encourage active and meaningful construction of knowledge.

Continuous and formative feedback is provided to students throughout the learning process

Adapts class lessons to meet individual learning needs, interests and styles, so that students reach their full potential.

Pedagogical model in which the teaching and learning process is carried out outside the classroom in order to use class time to encourage participation, interaction and problem solving

The figure of teacher disappears, to now have the figure of "facilitator". The main difference is that the teacher imparts knowledge in a direct and traditional way, transmits information, explains concepts, directs activities and evaluates through tests and exams. The facilitator instead takes a more student-centered approach. Its main function is to facilitate learning instead of directly imparting knowledge and to encourage the active participation of students, promoting discussion, reflection and teamwork.

Students are the protagonists of their own learning and are involved from the first moment as it gives them responsibilities.

Consolidation of knowledge, since more time is provided to resolve doubts, solve understanding or learning difficulties and work on topics individually and collaboratively.

Access to multimedia resources: Students have access to a variety of multimedia resources, such as videos, podcasts, and interactive websites, outside of the classroom. This allows them to explore the English language in a more dynamic way and adapted to their individual learning styles.

Personalization of learning: Students can review content at their own pace and level of understanding. Those who need more time to assimilate information can do so without pressure.

Attention to communication skills: the student, by self-educating at home, allows the teacher to develop communication skills in class (oral expression and listening comprehension) through practical activities, such as discussions, presentations, among others.

High levels of self-discipline required: Some students may have difficulty staying motivated without direct teacher supervision, which could affect their commitment and participation in the learning process.

The teacher must dedicate more time to preparing his classes and must have technological knowledge.

Equitable access to technological resources: The teacher must ensure that all students have access to the necessary technological resources, such as computers and internet at home.

Possible resistance to change: Some students and parents may be accustomed to the traditional teaching model and may resist the change toward a more student-oriented approach. Unfamiliarity with this approach could lead to concerns or confusion.

Platform or learning management system: using an online platform is essential for the organization and distribution of educational resources, as well as communication with students.

Multimedia content: The facilitator must strategically select multimedia resources such as videos, podcasts, presentations, infographics or others that provide the necessary educational content for students to review outside the classroom.

Internet access and digital devices: It is essential that students have access to the internet and digital devices (such as computers, tablets or smartphones) to access multimedia content and complete pre-class activities.

Alternative Resources: It is important to consider the individual needs of students. There may be students who do not have technological devices or who have difficulty accessing technology. Therefore, having printed materials available or providing alternatives such as textbooks can be beneficial.

The idea of Gamification is not to create a game, but to use the scoring-reward-objective systems that normally comprise them, in order to achieve better results, either to better absorb some knowledge or improve some skill.

It is essential that students previously assimilate the game dynamics that are going to be carried out in order to carry out gamification in the classroom.

The design of a gamified learning environment must combine three distinctive concepts: Dynamics, mechanics and components.

Gamification is easy to implement on portable mobile devices and is widely applied in digital environments.

In gamified learning contexts, students can feel a sense of engagement and enjoyment, receive immediate feedback, achieve success by fighting against and overcoming a challenge, and ultimately having a sense of achievement.

It is important to create a well-designed game model that is capable of adapting the challenges to match the abilities of the students, so that the tasks are neither too easy nor too difficult for the students.

It is important that EFL/ESL teachers and researchers are aware of existing gaming platforms and gamification elements to create gamified digital language learning activities for students. English teachers should be equipped with digital literacy

Makes learning more attractive: this methodology makes learning not only informative, but also fun and exciting. This creates a feeling of immersion, offering students the opportunity to feel like an integral part of the overall learning process.

Provides instant feedback: One of the advantages of implementing technology in the classroom lies in the fact that students can receive instant feedback as they progress.

Improves knowledge retention: A good gamification strategy can improve the absorption of knowledge and enhance its retention by combining endorphins and awareness of the benefits of the “real” world.

Facilitates error-based learning: One of the advantages of gamification in the classroom is that everyone can make mistakes and fine-tune their strategy in a safe environment. For example, a student who does not earn the points he needs to advance to the next level has to reflect on his knowledge and put in more effort.

Makes learning more visible: “Gamified” learning allows progress to be visualized through: Points earned, Progress bars, An overview or “map” of the learning content,

Possibility of being distracted by the game and the consequent loss of time/productivity.

This type of methodology does not satisfactorily develop oral expression.

If the gamification strategy is not well applied and tutored, it can cause excessive competitiveness.

There is a risk of losing the balance between the recreational and the educational, resulting in an unproductive methodology.

Inequity: Some students may have more experience or skills in digital games than others, which can create disparities in performance and participation. Those less familiar with technology or gaming may feel left out or frustrated.

Time and resource need for content creation: Developing effective gamified games and activities requires significant time and resources from teachers.

Online platforms designed specifically for language teaching or board games adapted to learning English.

Educational content related to learning the English language that will be integrated into gamified activities.

Multimedia resources, such as videos, images and audio recordings, to enrich gamified activities and provide a more interactive and engaging learning experience.

Access to technology and devices: Ensure that students have access to the necessary technology, such as computers, tablets or smartphones, to participate in gamified activities.

Lesson plans and gamified activities

Printed materials and additional resources: The teacher should have printed materials and other additional educational resources available for students who may need alternatives to gamified activities.

Bullock, Matt. “Gamification in Learning: Strategies and Implementation.” Spinify, 29 Apr. 2023, spinify.com/blog/gamification-in-learning-implementation-strategies/.

Gupta, Garima. “Pros and Cons of Gamification.” eLearning Industry, 28 Apr. 2023, elearningindustry.com/pros-and-cons-of-gamification.

Staff, TeachThought, and About The Author      TeachThought Staff  TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers. “The Definition of the Flipped Classroom.” TeachThought, 28 Jan. 2022, www.teachthought.com/learning/definition-flipped-classroom/.

Annahttps://www.easy-lms.com/index.php?r=content%2Fcontent%2Fabout-us%2Fwho-we-are, Written by. “Anna.” Advantages and Disadvantages of Flipped Learning | Easy LMS, 13 Nov. 2023, www.easy-lms.com/knowledge-center/learning-training/flipped-learning-advantages-and-disadvantages/item10610.