El juego como recurso didáctico para abordar el bienestar emocional de los estudiantes en las clases de Inglés como lengua extranjera después del retorno a clases presenciales.

Abstract

The consequent remote education caused by the sanitary emergency due to COVID-19 left some emotional issues in the students such as anxiety and stress, as well as lack of motivation, therefore, returning to face-to-face classes had new challenges regarding students' emotional well-being during the learning process. Thus, this intervention carried out with 8th graders from “Institución Educativa Distrital República de Colombia” addressed both factors through the use of games in EFL classrooms, relying on a qualitative research type of study and an action research method, for the instruments journals and two questionnaires were used in order to gather information, and for the triangulation matrix developed to analyze the results. In conclusion, games are a good strategy to decrease emotional tensions caused by the school environment and other personal backgrounds the students may have as well as to keep them motivated towards the class, however, it is not the best strategy for all types of students’ way of learning.