**3.3 Sessions and activities**

During the second semester of the academic year 2021–2022 (October, November, December, and January), 50 students confirmed the control and experimental groups (25 each). The participants were from the eighth semester of the Hospitality and Tourism career; the period of the experiment was for 16 weeks, 2 hours per day with a total of 6 hours per week; the activities planned for the experimental group in this research were:


*Gamification as a Multimedia Methodology Strategy in the English Language Teaching… DOI: http://dx.doi.org/10.5772/intechopen.109716*

3.The most relevant activities were using platforms in daily classes; for example, it can name: Kahoot was used at the beginning as prior knowledge and at the end as a formative assessment to measure their academic performance. Educaplay, which through videos, helped to develop and engage the participants' listening skills, Mentimeter was also used to practice writing skills, and small quizzes were used after each meeting; the techniques used in class consisted of developing oral and written skills.

The activities for the control group were the same but only using paper, board, and books.

#### **3.4 General Methods**


### **4. Analysis tools**

The present research was aimed at young adults between 20 and 23 years old studying for a Bachelor's degree in Hospitality and Tourism at the Technical University of Babahoyo, Quevedo campus (UTB-EQ). The research was developed at the Quevedo campus 100 kms from the matrix in Babahoyo, Ecuador. According to their curriculum and the CEFR, they learn English because they need to pass a B2 level and the regulations established by the university to obtain their degree in Hospitality and Tourism.

This experimental research was carried out qualitatively to investigate the factors that improve the development of oral skills of EFL undergraduate students from hospitality and tourism careers. A confidence factor gradually developed over the 10 week 2-hour 3-day-a-week session with 60 hours of regular writing and speaking course. A task-based pedagogical design provided by applying gamification as a multimedia strategy offered learners various opportunities.

Fifty students fitted the control and experimental groups, 25 participants for each group from the eighth semester of the Hospitality and Tourism career. The learners were selected because they were finishing their studies in hospitality and tourism

career. After all, it is one of the demanding subjects they need to acquire knowledge. Furthermore, of course, their willingness to collaborate with the researcher.

To obtain the statistics results from it was used an ICT tool, as was SPSS, to calculate the arithmetic median, standard deviation, and t-value. It is meaningful to mention that this analysis corresponds to a quantitative research methodology because it explains how a new multimedia technology strategy can help develop the EFL classroom effectively. Achieve goals in the student's knowledge, and help them develop their oral and written skills.

In this section, the formulation developed for the control group where the media to the pre and post-test are less significant than the experimental group. This class has yet to apply gamification as a multimedia methodology strategy in the English teaching process for EFL learners. All 25 learners were evaluated at the beginning and the end of the experimental research, and it was not noted that there were any improvements (**Figure 3**, **Table 1**).

To see a better result of the process, the researcher adjusted the row of the media to get a better understanding of the simple classes in the classroom, with a less oriented focus on developing English language skills for their professional life.

In this section, the formulation developed for the experimental group where the media to the pre and post-test are significantly better after taking the class using gamification as a multimedia methodology strategy in the English teaching process for EFL learners for 16 weeks, 6 hours a week. All 25 learners were evaluated at the beginning of the experimental research. It is noted that if gamification is used as a multimedia methodology strategy in the English teaching process for EFL learners, learners can improve their skills (**Table 2)**.

**Table 2** shares the information concerning the media analysis where. It starts at six and end at 8. It is noticeably a significant difference in improvement using

#### **Figure 3.**

*Control group-data analysis pre-test and post-test.*


#### **Table 1.**

*Control group-data analysis pre-test and post-test.*

*Gamification as a Multimedia Methodology Strategy in the English Language Teaching… DOI: http://dx.doi.org/10.5772/intechopen.109716*


#### **Table 2.**

*Experimental group-data analysis pre-test and post-test.*

**Figure 4.** *Experimental group-data analysis pre-test and post-test.*

gamification as a multimedia methodology strategy in the English teaching process for EFL learners to develop English language skills for their professional life (**Figure 4**).

#### **4.1 Control group pre-test and post-test**

The pre-test was a tool assessment that helped measure participants' knowledge before undergoing some treatment as part of the research study. The pre-test test for the control group from the hospitality and tourism course consisted of answering 20 random questions on a piece of paper about professional, personal, and goals in their life in a communicative and written form. The researcher wanted to develop this part as quickly as possible.

The post-test was administered to the control group participants through three forms: oral presentations, short, and significant conversations between peers and developing some worksheets using topics from the taught classes. All of these apply in the same way they were taught, corresponding to how control participants were introduced in this long experiment, 16 weeks in total. The classes were developed regularly, as in an EFL classroom, using only paper, audio recordings, some books, and common EFL resources, the techniques used in class consisted of developing oral and written skills.

#### **4.2 Experimental group pre-test and post-test**

The pre-test was a tool assessment that helped measure participants' knowledge before undergoing some treatment as part of the research study. The pre-test test for the experimental groups from the hospitality and tourism course was the same for both. The pre-test consisted of answering 20 random questions on a piece of paper

about professional, personal, and goals in their life in a communicative and written form. The researcher wanted to develop this part as quickly as possible.

This part of the post-test was administered to the experimental group participants through three forms: oral presentations, short, and significant conversations between peers and developing some worksheets using topics from the taught classes. All of these apply in the same way they were taught, corresponding to how experimental group participants were introduced in this long experiment, 16 weeks in total. The experimental group participant experimental tones of classes by applying gamification as a multimedia methodological strategy in the English teaching process for EFL learners; the most relevant were the use of platforms in daily lessons, as an example, we can name Educaplay, which through videos, helped to develop and engage the audio part of the participants. In the same way, Kahoot was used at the beginning as prior knowledge and at the end as a formative assessment to measure their academic performance, Mentimeter was also used to practice writing skills, and small quizzes were used after each meeting; the techniques used in class consisted of developing oral and written skills.

### **5. Results**

First, in the control group, all classes were taught as simply as the teachers used to train many years ago. The existence of demand for the type of students that exist nowadays means getting better as teachers and preparing ourselves to hit another level in the daily teaching practice. Concerning the type of learners from this twentyfirst century, education has experimented with a low academic program resulting from undermining and disusing multimedia methodology strategy in the EFL classroom as a gamification tool.

Second, using gamification as a multimedia methodology strategy in the EFL classroom requires adequate training for the teachers to employ it commonly in the EFL classroom. The new gamification and the application of a multimedia methodology strategy in the English teaching process for EFL learners is an excellent way to teach speaking and writing skills for their everyday professional life; its goal is to produce understandable communication. It focuses on more than just grammar. The goal is for students to communicate based on context and other aspects of language.

Thus, gamification as a multimedia methodology strategy in the EFL classroom is one of the best ways of teaching English that teachers should use in their daily teaching practice. This research proved that it is an excellent way to teach speaking and writing skills for everyday professional life. Its goal is to produce understandable communication. It focuses on more than just grammar. The goal is for students to communicate based on context and other aspects of language.

The noticeable and variable results from the control and experimental groups showed that in the control group, if teachers do not employ gamification as a multimedia methodological strategy in their daily EFL classrooms, it would not be relevant to help learners develop their English language skills for their professional life. However, it was evident within the experimental group that if teachers used gamification as a multimedia methodological strategy in their daily EFL classes, it would be essential to help students develop their English speaking and writing skills for their everyday professional life [21].

*Gamification as a Multimedia Methodology Strategy in the English Language Teaching… DOI: http://dx.doi.org/10.5772/intechopen.109716*

### **6. Discussion**

Language is an essential means of communication; the ultimate goal of language learning is to put it into practice and communicate better with people. People will be limited in real work if they only learn to listen and read without sharing spoken English in everyday life and study. Moreover, it takes work to have a job in today's competitive situation. Therefore, English language teaching aims to improve oral communication by enhancing students' English language skills for their professional life.

The use of gamification as a multimedia methodological strategy in teaching English to learners of English as a foreign language has several advantages in the learning environment. Learners quickly develop autonomy and can easily self-correct with minimal emotional stress. There is a clear progression path, and learners can learn at their own pace.

The reviewed studies reveal and demonstrate through this research that the appropriate implementation of gamification as a multimedia methodology strategy in the language classroom promotes learning and enhances interaction and communication. Boosts autonomous learning, maximises intended outcomes, motivates learners, and helps them improve their EFL classroom performance. Using appropriate pedagogies and methodologies, such as multimedia methodology strategy, can make a difference, bring positive changes in the EFL classroom and turn classrooms into open digital learning environments. However, using ICT without careful planning and well-defined objectives will likely waste time and effort. The use of ICT in English language teaching, particularly in multi-sensory teaching, also has its limitations. The cultural component of teaching materials can be complex and confusing.

As Blake said, it insists that "teachers inexperienced in the use of technology often harbour the belief that simply transforming an activity into a web or CALL format will guarantee its success for learners. Again, any activity without proper pedagogical planning—technologically enhanced or not—will produce unsatisfactory results with learners, even if it is engaging from a multimedia point of view" [22].

### **7. Conclusion**

This study aimed to help students develop and improve their English speaking and writing skills for their everyday professional life. It was proposed to carry out a pre-test and a post-test while in the classes; the formative evaluation was an essential tool for measuring their development. The most relevant need in this research work was to discover the problems teachers and students encounter in the daily EFL class. At the end of the study, the demand to improve English speaking and writing skills in EFL learners became the most discussed topic. Getting students to communicate and express their ideas through a written text takes time and hours of hard work to make them feel confident enough to achieve that goal.

Some suggestions for improving participants'speaking and writing were mainly related to listening skills. These activities included listening to each other, teacher readings, and frequent practice of listening and speaking skills. Multimedia websites such as Kahoot were used at the beginning as background knowledge and at the end as a formative assessment to measure their academic performance. Educaplay, which

through videos, helped to develop and engage participants' listening skills, Mentimeter was also used to practice writing skills, and short quizzes were used after each class. The techniques used in class consisted of developing oral and written skills. In addition, task-based learning design was applied to promote a particular skill or an integrated skills pedagogy in EFL language learning contexts.

It must be said that all learning environments should encourage active and critical learning, not passive. It is why this experiment decided to employ game-based knowledge to learn English as a foreign language using gamification through a multimedia methodology which in this twenty-first century provides this ideal environment for EFL learners.

The participants in this quantitative research work had the opportunity to practice speaking and writing skills in different situations, which helped them improve their vocabulary and broaden their English lexicon from different topics related to their professional life. The creativity of the topics was considered a strength of the speaking. At the same time, pronunciation errors and writing structure were classified as weaknesses to make them feel more confident and comfortable.
