Transforming intrinsic motives for foreign language learning: a study grounded in interactive dynamics

Abstract

Introduction: This study examines the impact of play-based learning and gamification on intrinsic motivation to learn English in primary school students at a rural school in Ecuador. It acknowledges that English language learning in these contexts faces limitations such as scarce resources, low teacher training, and limited exposure to the language, leading to demotivation and poor academic performance. The research is based on the premise that intrinsic motivation is crucial for language learning and that gamification can be an effective strategy to foster it, especially in resource-limited settings. Materials and methods: An exploratory mixed-methods approach was used. The sample included 45 students (aged 9 to 13) and 9 teachers from the Pablo Mettler Educational Unit in Cañar, Ecuador. Motivation questionnaires (an adaptation of the EMAN scale) were administered to students, questionnaires to teachers, and surveys to educational psychologists and families. Results: The initial assessment revealed that 51.2% of students exhibited low intrinsic motivation, characterized by limited spontaneous participation, restricted use of English outside the classroom, and a lack of independent study habits. Teachers perceived low self-determination and use of metacognitive strategies among the students, although they identified an interest in Anglophone cultural aspects. Discussion: The findings are discussed in light of Self-Determination Theory, noting that gamification can satisfy the needs for autonomy, competence, and relatedness. It is argued that, adapted to the rural context, this strategy can transform learning into an engaging experience, reduce language anxiety, and foster active participation. Conclusions: It is concluded that gamification, even with limited resources, is an effective strategy for enhancing intrinsic motivation and communicative ability in English in rural environments.