THE USE OF STRATEGIES BASED ON MULTIPLE INTELLIGENCES IMPROVE INTRINSIC MOTIVATION TO LEARN ENGLISH

Abstract

The present work deals with the application of didactic strategies directed to the multiple intelligences for the improvement of intrinsic motivation for the learning of the English language by A2 level students at the Tecnológico Universitario Vida Nueva. For this purpose, a quasi-experimental study was developed in which two groups of students were established, the first, control, aimed at the use of traditional teaching strategies, and the second, experimental, in which the proposal was applied, consisting of the application of gamification activities, which is learning based on the game oriented to work on multiple intelligences. To evaluate the level of intrinsic motivation of the students, a survey was applied at the beginning of the study and after the application of the proposal. Initially, it was detected that the level of intrinsic motivation of the students expressed through the dimensions of competence, enjoyment, self-confidence, challenge, curiosity, and cooperativeness was deficient. To contribute to the strengthening of the desire for self-improvement in English language learning of TUVN students, a manual of gamification activities was designed and implemented to work on the students’ multiple intelligences, particularly musical, linguistic, visual-spatial, logical-mathematical, bodily-kinesthetic, intrapersonal, and interpersonal. The gamification activities were the completion of song lyrics, riddles, mathematical operations, trivia, 3D figure symmetry, and descriptions, among others, which allowed the development of reading, writing, speaking, and listening skills at level A2 according to the Common European Framework of Reference for Languages. For the development of these activities, different technological tools were used, such as the websites Genially and LyricsTraining, and the educational apps Kahoot And Train your brain. Once the proposal was applied and through the application of the Student's t statistical hypothesis test for related samples, it was observed that intrinsic motivation for learning English improved.