LEARNING VOCABULARY IN A LUDIC AND INTERACTIVE WAY: AN ACTION-RESEARCH PROJECT IN THE PRACTICUM

Abstract

This paper presents an action-research project developed in the practicum of the Master's in Teaching English in Primary Education at the University of Minho. The project aimed at promoting the acquisition of vocabulary in a playful and interactive way, along with the development of self-regulated learning. The didactic strategies were designed to stimulate children’s curiosity and self-confidence, their active participation, the use of English in communicative situations, as well as their capacity for metacognitive reflection. The project’s evaluation was carried out through observation and data collected in class from self-regulation questionnaires. The findings showed that combining ludic activities with oral interaction enhanced motivation, the expansion of vocabulary repertoires and the use of vocabulary in communicative contexts. Action research favored the articulation between professional reflectivity and the development of a learner-centered approach, thus representing a valuable teacher education strategy for understanding and transforming pedagogical practices in the practicum.