Gamification as a Pedagogical Strategy for Strengthening English Writing Skills in Virtual Teacher Education Environments

Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education

Year: 2026

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Gamification as a Pedagogical Strategy for Strengthening English Writing Skills in Virtual Teacher Education Environments

Prof. Dr. John Cano Salerno

ABSTRACT:

English writing skills constitute a key competence in the training of future teachers, not only because of their communicative value, but also due to their close relationship with critical thinking, idea organization, pedagogical reflection, and the construction of academic knowledge. In virtual higher education contexts, the development of writing in a foreign language is often limited by factors such as language anxiety, low motivation, negative perceptions of error, and limited meaningful interaction in the process of text production. These difficulties are intensified in Early Childhood Education degree programs, where students need to strengthen their English writing skills both for their academic performance and their future pedagogical practice. Within this framework, the present study analyzes the impact of gamification as an innovative pedagogical strategy for strengthening English writing skills among undergraduate students enrolled in virtual programs at Corporación Universitaria Minuto de Dios. The research was conducted using a mixed-methods approach, combining pre- and post-intervention writing production tests, structured questionnaires, focus groups, and analysis of texts produced on the virtual platform. The intervention consisted of the design and implementation of gamified, writing-centered activities organized into progressive challenges, pedagogical narratives, symbolic rewards, and processes of immediate and formative feedback. The results show significant improvements in writing skills, reflected in enhanced textual coherence and cohesion, more accurate use of grammatical structures, expanded vocabulary, and greater clarity in the expression of ideas in English. Likewise, qualitative findings reveal a positive transformation in students’ attitudes toward writing, characterized by increased motivation, self-confidence, and willingness to actively participate in written production tasks. In conclusion, gamification is established as an effective pedagogical strategy for enhancing English writing skills in virtual environments, contributing not only to linguistic development but also to the comprehensive and reflective training of future teachers.

Keywords: Gamification, english writing skills, virtual education, teacher education, academic motivation.