Fostering Motivation in an English Phonetics class using active learning methodologies
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Date
2025-07-01
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Universidad Industrial de Santander
Abstract
This study looks at how active learning methods assist to motivate first-semester students in the Introducción a la Fonética Articulatoria del Inglés course at Universidad Industrial de Santander. Many students feel worried or unmotivated in phonetics classes because they are usually very theoretical and taught in traditional ways. To address this, this qualitative action research implemented gamification, game-based learning, situated learning, and collaborative learning across six lessons. The researchers gathered information through questionnaires, class observations, and interviews. The results showed that using active learning methodologies helped students feel more engaged and less anxious about pronunciation activities. It also increased their motivation, both from inside themselves and from outside factors like participation and completion of the tasks. Activities that used stories and games, as well as tasks connected to students' cultures, were especially helpful. They made students participate more and feel more positive about learning phonetics and English in general. This research shows that active learning can change how students feel about phonetics classes. It suggests that using these methods can help students feel more motivated and create classes that focus on their needs and experiences. Moreover, active learning turns traditional strategies to teach phonetics such as drillings, into more attractive activities.