Slave away or get away: Escape rooms as a motivational tool for the CLIL history classroom in higher education

Lucía Bellés-Calvera; Ana-Isabel Martínez-Hernández

doi:10.5294/laclil.2022.15.1.1

Autores/as

Lucía Bellés-Calvera Autor/a Universitat Jaume I http://orcid.org/0000-0002-1329-6395
Ana-Isabel Martínez-Hernández Autor/a Universitat Jaume I https://orcid.org/0000-0003-0226-3288

DOI:

https://doi.org/10.5294/laclil.2022.15.1.1

Palabras clave:

aprendizaje de lenguas, historia, aprendizaje digital, educación superior, motivación

Resumen

En los contextos educativos actuales, la integración de las Tecnologías de la Información y la Comunicación (TIC) y la gamificación han propiciado la implementación de las salas de escape como herramientas pedagógicas (Brusi & Cornellà, 2020; Rutledge et al., 2018). Este trabajo tiene como objetivo examinar el impacto de las salas de escape virtuales en la motivación de los estudiantes de Historia en contextos de Aprendizaje Integrado de Contenidos y Lenguas (AICLE). Veintinueve alumnos matriculados en una asignatura de Historia Clásica, impartida en una universidad española, han participado en este estudio completando una sala de escape virtual y una encuesta. Los resultados indican que las salas de escape pueden incrementar la motivación de los estudiantes, los cuales se sienten menos presionados a comunicarse en la lengua meta. Por lo tanto, la implementación de salas de escape puede ser un recurso útil en los entornos de enseñanza virtual que promueven la adquisición de habilidades orales, colaborativas y de pensamiento crítico.

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Biografía del autor/a

Lucía Bellés-Calvera, Universitat Jaume I

PhD part-time adjunct lecturer at Universitat Jaume I. She is also a member of the Interuniversity Institute of Modern Applied Languages (IULMA) as well as a book and multimedia review editor in journals such as Language Value and Ibérica. Her research interests involve CLIL instruction, Applied Linguistics, Discourse Analysis, and the implementation of OERs in educational settings. Recent publications include articles such as Teaching English Pronunciation with OERs: The case of Voki (Sintagma, 2018), Teaching Music in English: A Content-Based Instruction Model in Secondary (LACLIL, 2018), Slave away or get away: Escape rooms as a motivational tool for the CLIL history classroom in higher education (LACLIL, in press) and the chapters The international classroom in a CLIL setting: The case of Tourism (in press), Written discourse competence and asynchronous online learning: an analysis of lexical errors in higher education (Dykinson, 2022).

Ana-Isabel Martínez-Hernández, Universitat Jaume I

PhD student in Applied Languages, Literature and Translation. She graduated in English Studies in 2013 at University of Alicante. She has visited other countries and universities’ as an undergraduate and postgraduate student, such as the National University of Ireland, Maynooth in Ireland and the University of Wolverhampton in the UK. She has also collaborated in the organization of different academic events as a member of the organising committee, she is a member of the research group GENTT (Géneros Textuales para la Traducción) and the Research Interuniversity Institute of Modern Applied Languages (IULMA). She currently teaches English to undergraduate Translation and Interpreting students at Universitat Jaume I. Her research interests focus on applied linguistics, the acquisition of foreign languages, teaching English to students with special needs, as well the implementation of ICTs in the EFL classroom.

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