A playful Approach to Motivate Comprehensive Reading in English

Authors

  • Jasmín Anahí Farias Fajardo Universidad Laica Eloy Alfaro de Manabí Extensión Chone, Ecuador
  • Mary Angie Vélez Zambrano Universidad Laica Eloy Alfaro de Manabí Extensión Chone, Ecuador
  • Víctor Efrén Alcívar Calderón Universidad Laica Eloy Alfaro de Manabí Extensión Chone, Ecuador

Keywords:

playful approach, reading comprehension, motivation, English as a foreign language, meaningful learning

Abstract

                                            1.825   Introduction: Reading comprehension in English as a foreign language faces challenges related to low student motivation and participation. This study aimed to analyze how a playful approach contributes to motivating reading comprehension in English among elementary school students. Materials and methods: A qualitative approach with a non-experimental, descriptive design was used. Sixty sixth-grade students and three English teachers from a public school in Chone, Ecuador, participated. Data were collected through classroom observation forms and semi-structured interviews focused on the use of playful strategies, motivation, participation, and reading comprehension. Results: The findings reveal that activities such as games, songs, visual materials, stories, and interactive activities significantly increase students' motivation, participation, and confidence during reading tasks. The systematic integration of these strategies facilitates vocabulary acquisition, the identification of main ideas, and contextual understanding of texts. Discussion: The playful approach creates a positive emotional environment that reduces anxiety and fosters reading autonomy, aligning with Self-Determination Theory and previous studies that highlight its effectiveness for meaningful learning in English as a Foreign Language (EFL). Conclusions: We conclude that the playful approach is an effective pedagogical tool for strengthening motivation and reading comprehension in English at basic levels. Further research with larger samples and mixed-methods designs is recommended to generalize the findings.

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Published

2026-02-15

How to Cite

Farias Fajardo , J. A., Vélez Zambrano, M. A., & Alcívar Calderón, V. E. (2026). A playful Approach to Motivate Comprehensive Reading in English . Maestro Y Sociedad, 23(1), 382–393. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7425

Issue

Vol. 23 No. 1 (2026)

Section

Artículos

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Copyright (c) 2026 Jasmín Anahí Farias Fajardo , Mary Angie Vélez Zambrano, Víctor Efrén Alcívar Calderón

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