Using interactive digital tools to improve motivation in English language learning

Abstract

In the Ecuadorian context, learning English as a foreign language has become an increasing academic and professional necessity. However, recent studies reveal low motivation levels among university students, negatively impacting their performance and acquisition of linguistic competencies. In southern Manabí, between 2020 and 2025, structural and methodological challenges have hindered the development of communicative skills in high school students, especially oral expression. Despite institutional efforts to implement the Common European Framework of Reference for Languages, a gap persists between curricular goals and actual competencies. To address this issue, a program was designed incorporating interactive digital tools such as Duolingo, Kahoot, and Edmodo, aiming to increase motivation in English learning. A quasi-experimental design was applied with 60 first-level students from the Pedagogy of National and Foreign Languages program, divided into control and experimental groups. Pretest and posttest results showed significant improvements in active participation, perceived usefulness, interest in the language, and learning autonomy (p < 0.05). The intervention demonstrated that gamified digital platforms enhance motivation and empower students in their educational process. It is concluded that teacher training and technological integration are key to bridging the pedagogical gap and improving the transition between high school and higher education.