Cancino, MarcoViguera López, Camila2023-08-092023-08-092023https://repositorio.unab.cl/xmlui/handle/ria/52405Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)Gamified approaches are a tool that teachers all over the world are implementing in their lessons. Little research has been done in our country with younger students. The present study aims to assess whether a gamified approach can have a positive impact on vocabulary learning and vocabulary self-efficacy. To this end, 122 students were separated into a control group and an experimental group that used a gamified approach by means of Kahoot!, and were assessed in terms of vocabulary learning and self-efficacy. Results revealed that the gamified approach was as effective for the control group, regarding the learning of vocabulary, as for the experimental group. Additionally, participants exposed to the gamified approach significantly increased their vocabulary self-efficacy when compared to learners in the control group. Pedagogical implications are discussed.esGamificaciónInglésVocabularioEnseñanzaTesis