Students in public schools from Ecuador have problems regarding speaking fluency due to the poor development of EFL teaching strategies and motivation issues. Students need constant teacher input, which provokes demotivation and low academic results. Gamification based on connectivism, constructivism, PPP methods, and communicative focus was used to solve and correct class deficiencies. In this context, this article has as objective to analyze the effect of gamification strategies in improving speaking fluency in EFL elementary school students from "Benjamin Sarmiento" School. The methodology used was based on mixed methods following an explanatory sequential design. A pretest and a posttest were created to measure starting points and development. The final result was the creation of a proposal integrating gamification tools into their learning that help them improve class motivation, their speaking fluency, and their acquisition of a new language.

The effect of the e-learning tools "Kahoot" and "Wordwall" on the learning of new vocabulary content in university students was examined. Explanatory type of experimental and control group. Data were collected through pre- and post-tests and a perception survey throughout this period. Accordingly, they were amused by the application of "Kahoot" and "Wordwall" in English class, as these platforms draw students' interest during the learning process, creating a pleasant environment for learning and teaching vocabulary effectively. In addition, they like competitive activities, so these interactive games motivate them to participate in the class.

Resumen El estudio del clima de aula percibido por estudiantes y docentes a nivel de primaria y secundaria es abundante, sin embargo, las herramientas probadas en este medio son escasamente puestas a prueba en el ámbito universitario. El presente estudio tuvo por objetivo evaluar las propiedades psicométricas de la Classroom Environment Scale (CES) en el ámbito universitario, así como evaluar la concordancia entre docentes y estudiantes. La versión del instrumento responde a la escala reducida propuesta por Prado Delgado et al. (2016). Para ello se aplicó esta escala en un número de 94 estudiantes y 5 docentes de una universidad privada en la ciudad de Cuenca, Ecuador. Se aplicó un análisis factorial exploratorio y un análisis factorial confirmatorio, así como se evaluó la fiabilidad de la herramienta y la concordancia en la evaluación que hacen estudiantes y docentes. Los resultados demuestran que, con excepción de las dimensiones de afiliación e implicación, no se cumple con un ajuste adecuado para declarar validez y fiabilidad del constructo en la población universitaria. Por otro lado, en lugar de probar la concordancia se comprueba que existe discrepancia en la evaluación que hacen estudiantes y docentes. Se plantean alternativas que podrían mejorar un proceso de adaptación del CES al ámbito universitario. Palabras clave: CES, clima de aula universitario, concordancia, discrepancia

Speech has often been the main problem when students learn a second language. Therefore, the main objective of this study was to analyze how to improve interactive communication and pronunciation by using the Flipgrid platform with A1 level students at the Salesian Polytechnic University. For this purpose, a Diagnostic Test, a Cambridge Speaking test and a guided response survey were applied. The research collected data to assess the effect of the Flipgrid platform on students' speaking skills and to learn about students' perceptions towards the Flipgrid platform. The results provided information on students' failures in speaking, the benefits of the Flipgrid platform, and a proposal with recommendations for using this platform with A1-level university students.