This research aims to determine whether Game-Based Learning (GBL) improves the English language proficiency of students in the realms of vocabulary, fluency, and accuracy. An experimental design was employed, featuring two groups of second-grade students within a trilingual (Spanish, English, French) school located in Machala, Ecuador. Group A engaged in English lessons delivered through Game-Based Learning methodologies, while Group B received conventional instruction. The pedagogical repertoire of Group A included games such as "Snakes and Ladders," "Twister," and "Killing Flies." Pre- and post-tests were administered to measure linguistic competence, and student surveys and teacher observations were utilized to gather additional data during the implementation. The findings suggest that Game-Based Learning is an effective approach to improving the linguistic skills of young learners. A statistically significant divergence was observed between the two cohorts. Notably, Group A exhibited a marked enhancement, particularly in fluency and vocabulary, where the students manifested an improvement rate of +6.8% and +2.7% respectively, when contrasting with the outcomes witnessed in Group B, Game-Based Learning represents a significant pedagogical approach in the teaching of the English language, warranting further academic research into its effectiveness and optimal implementation in diverse elementary educational settings.
Macías et al. (2025) studied this question.