“All Hands-on Deck”

Octalysis Framework in Primary English Language Learning

Authors

  • Marta Fortunato Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-0697-022X
  • António Moreira Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-0040-2811
  • Ana Raquel Simões Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-0580-0560

DOI:

https://doi.org/10.25749/sis.26985

Keywords:

primary english language learning, octalysis framework, EFL reading and writing, collaborative problem solving, case study

Abstract

Supported by Chou’s Octalysis Framework (2016) in the design of activities, this article investigates how Octalysis framework-based reading and writing activities can be conducive to foster the learning of reading and writing in English as a Foreign Language by primary education pupils in a collaborative project-based learning context.

A case study was carried out in a third-grade classroom in a Portuguese private school. The sessions, developed in face-to-face and online modes, were organized according to pupils’ answers to a questionnaire – to identify their learning preferences. Qualitative data, collected through sessions’ audio and video recordings, pupils’ assignments, group assessments, and cloze tests became the basis of this paper. Results revealed that pupils were motivated and engaged in performing reading and writing tasks, having improved their reading and writing skills, and also promoted the development of social and cognitive soft skills.

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Author Biographies

Marta Fortunato, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Holds a Master’s in Primary English Education. Currently, she is a PhD student in Education at University of Aveiro. Her research interests lie in how technological possibilities can support the learning of English as a foreign language in primary education, gamification, and project-based learning in collaborative problem-solving contexts.

António Moreira, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Holds a PhD in Didactics of Foreign Languages from the University of Aveiro where he conducts teaching/research activities as an Associate Professor. Working mainly in postgraduation, he is the Director of the PhD in Multimedia in Education. His main research interests are: Cognitive Flexibility, Communities of Practice and Random-Access Instruction.

Ana Raquel Simões, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Holds a University of Aveiro PhD in Didactics of Languages, where she is an Assistant Professor at the Department of Education and Psychology. Her areas of interest and research are: Digital Citizenship, Intercultural Education, Plurilingualism, Intercomprehension, and Teacher Education.

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Published

2022-10-31

Issue

Vol. 10 No. 3 (2022): Research scenarios in Special and Inclusive Education

Section

Other articles

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