LUDIC STRATEGIES FOR THE PROMOTION OF COMMUNICATIVE

COMPETENCE IN 9TH GRADE EFL CLASS AT LICEO CRISTIANO

Gabriel Wilfrido Pinta Sibre1, Grace Irene Sailema Lima2

Universidad Laica Vicente Rocafuerte, Facultad Ciencias de la Educacin- Mencin Ingls, Av. de las
Amricas 70 frente al cuartel modelo, Guayaquil, Ecuador, Telfono: 2287-200.
Apartado Postal 11-33.

ABSTRACT

In todays education, the teacher must be a didactic person too. It is a combination that
is as complex as the sky, moon and stars and as simple as bread and water. As
sympathetic as the previous statement can be, ludic strategies can be the same way.
Ludic strategies give us the opportunity to expand knowledge and bend it any way
possible, giving understanding and significant meaning when ludic strategies are applied
in the classroom. Ludic classes can be the life of the classroom if they are done properly
and can stay in a students mind all life. That is why ludic strategies can be involved with
speaking activities too. They are like a recording device that can help students achieve
retention, meaning, inference and many other competences involved. This must be also
helpful due to the vast activities that can also be found in books, on line, and in the
average classroom in countries of industrial category, making them interesting to also be
shared with the students in developing countries like Ecuador. This concept reaffirms the
importance of improving speaking abilities in the English language through vocabulary;
therefore, the importance of designing the appropriate teaching material in which 9th
grade EFL class at Liceo Cristiano students can improve speaking skills is highly required.
INTRODUCTION
Speaking English immediately opens up opportunities, being a mandatory language
for the development of nations in modern times, orients the student to acquire the
necessary knowledge to determine their social, cultural, commercial and technological
development, generating competences and establishing skills that improve the lifestyle of
the human being for future times.

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 The current technology, is established in almost all professions. Citizenship in general
when learning the English language, will guide a better future that allows them to be
competitive before the current system of life and in constant innovation. For this reason,
it shows how play activities can be developed to promote communicative competence in
the classroom and to make English a very common tool for students at an early age.
Development that can reflect students while language learning provides conditions that
can assure students in their development of skills and potentials (Devlin, 2016).

Promoting communicative competence is one of the best ways to improve English for
any student. This is because of the reasons that come with such skills. Students are
taught the language through games that are not only dynamic but also educational.
According to the observations in the research that was conducted, there are many
reasons why play activities are at the top of the list when it comes to language learning
or any type of learning involved. Interest in simply having fun while in class or at school
is more than a treat for students who often find boring classes no matter what topic they
may be. The problem in the study, it was identified that the currently applied ludic
strategies do not help the teachers to generate the teaching-learning strategy, reason
why the capacity of the students was considered as deficient for the free expression of
the language like subject (Friedman, 2015).

It is a known that students worldwide have a problem when it comes to mastering

communication skills. Some have such difficulties in their own language and it is even
worse when it comes to speaking in English. Therefore, this should be addressed on
every way possible implying it in the way Ecuadorian students can overcome such issue
of language deficiency.

As stated in the previous paragraph, was established as a general objective: To

contribute with learners needs in order to encourage them to acquire a better English
communication using ludic strategies as a strategy demonstrating the help they provide
to students of the 9th grade at Liceo Cristiano de Guayaquil.

Methods and Materials

This investigation was provided under the quantitative and qualitative methodology due

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to the interpretations and analysis of the data obtained from empirical and theoretical
sources. Therefore, the research is mixed in nature.
The subject under study. "Strategies for the promotion of communicative competence
in the EFL class of the 9th grade in the Liceo Cristiano", according to the quantitative
methodology, guided the analysis of the numerical data to identify the statistical results
and the relationship between the two variables. Maintain understanding of the results of
other research used to compare with the development of your process.
This investigation is based on scientific methods that supports research on other
previous facts that have already been tested with similar characteristics.
Analysis - Synthetic: This method allowed to demonstrate specifically the educational
phenomenon (teaching-learning about play strategies and communicative competences
included) and, otherwise, to understand its constituent parts (approach, methods, and
strategies in a teaching process). In addition, the analytical explanation of the research
allowed to synthesize and organize the strategies that gave rise to the development of
play games to promote communicative skills and abilities in English.
Deductive: This is part of a particular case study that was investigated in a high school,
so you could receive all your general knowledge. It maintains a synthetic-analytical
process, concepts, definitions, laws or rules, from which particular conclusions or
conclusions based on general statements are drawn and demonstrated.
The deductive method follows the following steps:
- Request
- Understanding
- Demonstration
Historical logic: This allowed the research, to understand through the historical
background of the research topic. What have been some of the causes, reasons for the
current problem; how long has this problem occurred in English education? What other
indicators can also contribute to that historical timetable? And what have been the best
solutions to solve the problems that students have fostered cognitive and affective skills
in language learning?
Systematic-structural-functional: Method that led to the design of play strategies

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focused on the development of skills and affective skills in communication. Each activity
is based on exercises that involve engaging students in relating language play exercises
to their daily lives or activities in which development takes place in the field of
communicative competence.
LITERATURE REVIEW
The ability of expressing oneself in writing is a vital and important parameter that needs
to be mastered by anyone that makes part of a society. Thus, it is imperative to have
students in full contact with the proper way and usage of the English language so it could
benefit the society, communities and eventually the overall aspect where they live in.
Lack of motivation, grammar knowledge, low speaking skill production, and low self-
esteem were the situations observed in the classes, which also indicated that students
were in need of the use of grammar so they could foster cognitive and affective abilities
in the classroom. The great difficulty in learning English grammar is a clear and present
situation that is found in schools all over the nation. English grammar is not easy to
understand and a constant training supported by extracurricular classes is needed in
order for students to be knowledgeable enough about the subject (Anderson, 2012).

Cognitive and Affective Abilities

There are three main domains of learning and all teachers should know and use them
to build lessons, but only two are mentioned in development. These domains are cognitive
(thinking) and affective (emotion/feeling). Each domain here has a taxonomy associated
with it. Taxonomy is simply a word for a classification. All of the taxonomies below are
arranged so that they proceed from the simplest to more complex levels. The domains of
learning were first developed and described between 1956-1972. The ones discussed
here are usually attributed to their primary author, even though the actual development
may have had more authors in its formal, complete citation (Wilson, 2014).
Ludic strategies
- Applying productive exercises to activate students communicative competence
and development.
- Activate students communicative competences and development using ludic
strategies

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 - Visual aids to activate students prior knowledge
- Sentence formation syntax and coherence memory games-to synthesize and
summarize information abilities according to the language competences in
communication.

Techniques used in ELF

Language development and wording memorization

The following techniques are useful in developing language with the use of
memorization of wording and the role that diction plays when it comes to pronunciation.
The wrong intonation can have major deficiencies in meaning when it deals with stress.
Verbs and nouns can change their meaning according to where the stress is placed on
the first or last syllabus of the word (Harrow, as cited in 2012).
(Knowledge; Remembering; Comprehension; Understanding; Application;
Applying; Analysis; Analyzing; Synthesis; Evaluating; Evaluation; Creating.

METHODS
Games to synthesize and summarize information

This process is the most difficult mental function in the new taxonomy. There are many
different types of graphics cleverly depicting the new versions that can be printed and
readily used as everyday references during instructional planning. The Affective or
Feeling Domain: Like objectives, affective objectives can also be divided into a hierarchy
(according to Krathwohl).
(Responding; Valuing; Organization; Characterization) (Krathwohl, as cited in 2012)

Visual, auditory, tactile (touch), or coordination abilities as they are related to the ability
to take in information from the environment and react. Physical abilities Objectives in this
area should be related to endurance, flexibility, agility, strength, reaction response time
or dexterity. Skilled movements Objectives in this area refer to skills and movements that
must be learned for ludic games, sports, dances, performances, or for the arts, (Harrow,
as cited in 2012)

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STRATEGIES
- Recognition Purpose and Structure
- Classroom learning, enhancing comprehension and participation
- EFL- (English as a Foreign Language)
- Comprehension, participation and school involvement
- EFL Strategies-Grammar games
STAGES OF EXPRESSIONS
- Main Parts
- Lead-In Parts
- In-Between Parts
- Add-On Parts
RESEARCH POPULATION AND SAMPLE

FORMULA

Z = depends in the ability that is being graded.

The ability level indicates the probability in the adequate results.
N= Population = 100
P = Probability of success = 0.5
Q = Probability of failure = 0.5
P*Q= Population variance = 0.25
E = Range of error = 4.00%
NC (1-) = Reliability = 94%
Z = Confidence Levels = 1.96%

96.036470
n= = 80
1.2078647
RESULTS
The results inside the research project are:
More practice among students in the cognitive and affective skills.
More interactive EFL assessments and workshops.
More interaction among teachers and students

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 Students develop outcome and efficacy beliefs associated with success in school. For
example, students may accept a teachers statement on the first day of class that
everyone who works hard can be successful in class and have initial high outcome and
efficacy expectancies for the class. However, as the class progresses, students receive
feedback on their performance. As a result of the feedback, some students may begin to
change their self-efficacy expectancies to believe that, while it is possible for students to
be successful in class, they personally do not have the skills, abilities, and/or work ethic
needed to be successful, (Bandura, as cited in 2013)

10.00% PERCENTAGE
10.00% 1. Always
0.00%

2. Most of the time

80.00%
3. Sometimes

4. Never

Graphic 1. I like learning new vocabulary in English; Source: students from 9th grade Liceo Cristiano.
Authors: Gabriel Pinta and Grace Sailema

Analysis: from 60 students, 80% most of the time like learning new vocabulary in class.
Another 10 % like it period, and only 2 students do not like to. This shows that the class
needs to be pushed and motivated when it comes to learning new vocabulary.

PERCENTAGE 5.00%
1. Always

0.00% 20.00%
2. Most of the
time
75.00%
3. Sometimes

4. Never

Graphic 2. I am good memorizing lectures and reading passages with pictures in them; Source: students
from 9th grade Liceo Cristiano. Authors: Gabriel Pinta and Grace Sailema
Analysis: 5% of the students need help memorizing lectures and reading passages
with pictures in tem while 75% only can do it most of the time and another 20 percent

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sometimes are good at it. This shows that either the students enjoy the Company of a
guide to take advantage in English engagement.

10.00%
PERCENTAGE 10.00% 1. Always
0.00%
2. Most of the
time
80.00% 3. Sometimes

4. Never

Graphic 3. I consider learning English through vocabulary and pictures to help me in pronunciation with
words. Source: students from 9th grade Liceo Cristiano. Authors: Gabriel Pinta and Grace Sailema

Analysis: 80% of the 20 students consider learning English through vocabulary and
pictures to have a better practice. Only a 10% happen to do such learning in English all
the times and another 10 never have bother in speaking in English in their free time. This
is another reason why such lack of proficiency in pronunciation could be slowing down
the academic process too.

PERCENTAGE 10.00%
1. Always

25.00% 2. Most of the

15.00% times
50.00%
3. Sometimes

4. Never

Graphic 4. I read the instructions of games before I start to play and know the vocabulary use in the
instructions. Source: students from 9th grade Liceo Cristiano
Authors: Gabriel Pinta and Grace Sailema

Analysis: A 50% of students demonstrate that they find it satisfactory reading

instructions of games before they start to play and know the vocabulary use in the
instructions while another 25% never does and another 15% does it sometimes. A 10%
of the 60 students always speak in English in the class, causing this to become a
problem in which students get low scores and poor English class participation.

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 5.00%
15.00%
PERCENTAGE 1. Always
0.00%
2. Most of the
times
80.00%
3. Sometimes

$. Never

Graphic 4. I can create stories using new words. Source: students from 9th grade Liceo Cristiano
Authors: Gabriel Pinta and Grace Sailema

Analysis: 80% of students find it easy to create stories using new words. Another 5%
find it fair sometimes and 15% do not. Todays methods and teaching skills can be one
of the venues that can motivate students into class participation and make them ignite
habits on their own in which they need the most help.

THE FUTURE APPLICATION OF THE PROPOSAL CONSISTS OF 4 PHASES:

PHASE I: Activate ludic strategy comprehension and meaning for communicative
competence comprehension in total language recognition and performance.
PHASE II: engage students with previous vocabulary, active or inactive contents with
innovating word contents through meaningful language learning and constructivism.
PHASE III: Practice new strategies to support students language learning process and
significant meaning.
PHASE IV: Evaluation and assessment about students acquiring communicative
comprehension skills in the classroom to enhance and improve English language
learning.

CONCLUSION

The conclusions that this investigation has brought to light are the simplicity that such
project can offer when it comes to learning, the impact that students have in developing
their cognitive throughout grammar games and affective abilities too, and what they have
had with their personal experiences and what they have contributed to the project. This
project will fulfill all the concepts that it offers throughout the daily practice and the
adjustments students must do in order to change their old-fashioned style of learning to

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a more innovating type. The facility teachers will have including this guide in their
everyday syllabus and class preparation is another concept that has been concluded in
the proposal of this project. The use of this particular guide will benefit the institute with
more possibilities in improving the cognitive and affective field of students learning the
English language with the use of grammar games as activities. The educational
communities using this guide will also appreciate the benefits that it will render students
in the learning field by synthesizing information and activating students cognitive to be
used not only for grammar structured exercises, but also for other skills in the students
mother tongue as well.
RECOMMENDATIONS
The topic on grammar games has not been covered at third bachillerato at unidad
educativa fiscal mixta Plan Internacional School, so that is why the need to create a
guide to help students deal with their cognitive and affective abilities. Grammar is one of
the most innovating and very reliable topics for the education field when it comes to the
learning of the language. However, students need to practice their competence about
grammar and the skills that are part of it. The purpose of this grammar game guide is of
unique style and aims the lack of interest at the time of taking students cognitive and
affective abilities seriously.

References

Amato, P. &. (as cited in 2013). Effectiveness of using games in teaching grammar to
young learners. Obtenido de
http://www.academia.edu/3139920/Effectiveness_of_using_games_in_teaching_
grammar_to_young_learners_

Anderson, L. (2012). The Second Principle. Obtenido de

http://thesecondprinciple.com/wp-content/uploads/2014/02/three-domains-of-
learning.pdf

Arikan, A. (2012). Effectiveness of using games in teaching grammar to young learners.

Obtenido de
http://www.academia.edu/3139920/Effectiveness_of_using_games_in_teaching_
grammar_to_young_learners_

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Bacon, A. a. (as cited in 2013). Taxonomy of education Objectives. Obtenido de
http://thesecondprinciple.com/wp-content/uploads/2014/02/three-domains-of-
learning.pdf

Bandura, A. (as cited in 2013). Self-efficacy: Toward a unifying theory of behavioral

change. Psychol. Obtenido de
http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/tol
lefson00.pdf

Borg, S. (as cited in 2014). Science Direct. Obtenido de

http://www.sciencedirect.com/science/article/pii/S0346251X98000475

Burner, T. (October de 2005). Obtenido de A Study of the Teaching and Learning of

English:
https://www.duo.uio.no/bitstream/handle/10852/25413/1/TONY_THESIS.pdf

Cole, R. W. (as cited in 2014). Obtenido de

http://www.ascd.org/publications/books/107003/chapters/Educating-Everybody's-
Children@-We-Know-What-Works%E2%80%94And-What-Doesn't.aspx

Friedman, A. (10 de May de 2015). The Atlantic. Obtenido de

http://www.theatlantic.com/education/archive/2015/05/filling-americas-language-
education-potholes/392876/

Gray, A. (as cited in 2013). Constructuvism teaching and learning. Obtenido de

http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReport
s/Instruction/97-07.htm

Harrow, A. (as cited in 2012). A guie for developing behavioral Objectives. Obtenido de
http://thesecondprinciple.com/wp-content/uploads/2014/02/three-domains-of-
learning.pdf

Wilson, L. O. (2014). The Second Principle. Obtenido de

http://thesecondprinciple.com/wp-content/uploads/2014/02/three-domains-of-
learning.pdf

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