English language revision through the application of learning stations and educational escape rooms: The impact on 8th graders’ motivation and engagement
Marta Dick-Bursztyn
University of Rzeszów, PolandMarta Dick-Bursztyn, PhD, is an Assistant Professor at the University of Rzeszów in Poland. As a pre-service teacher trainer, she specializes in English Language Teaching (ELT) didactics, and her research interests encompass second language acquisition and broadly understood glottodidactics. Her academic work focuses on enhancing pre-service teacher education, integrating practical teaching methodologies with theoretical insights to support effective language instruction.
https://orcid.org/0000-0003-2848-2366
Ewelina Cop
University of Rzeszów, PolandEwelina Cop, M.A., is a third-year doctoral student in the field of linguistics at the Doctoral School of the University of Rzeszów. Her primary research focus is on foreign language acquisition, with a specific emphasis on glottodidactics.
https://orcid.org/0009-0003-6288-6134
Patrycja Indycka-Kusiak
University of Rzeszów, PolandPatrycja Indycka-Kusiak, M.A., is a third-year doctoral student in the field of linguistics at the Doctoral School of the University of Rzeszów. Her primary focus is on second language acquisition and instruction, with particular attention to individual differences.
https://orcid.org/0009-0009-3771-5302
Abstract
Activating teaching techniques have been increasingly applied in the EFL classroom since they foster motivation, promote independent learning, and add variety to a standard English class. Undoubtedly, learning stations and education escape rooms are representative examples of such techniques. Regarding their beneficial influence on the learning process, their application is an effective way to prepare students for tests and exams. This study attempts to evaluate how English language revision through the application of learning stations constituting one educational escape room influences students’ motivation and engagement. Therefore, to gain insight into the students’ outlook on the motivational impact of this revision, a class was held for 8th grade students that implemented such techniques. The students were carefully observed during the experiment. Subsequently, a questionnaire consisting of 22 questions was carried out among them. The results of the study are overwhelmingly positive in the sense of achieving a great number of positive answers concerning the motivational impact of the class conducted.
Keywords:
learning stations, station rotation model, educational escape room, motivation, engagementReferences
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University of Rzeszów, Poland
Marta Dick-Bursztyn, PhD, is an Assistant Professor at the University of Rzeszów in Poland. As a pre-service teacher trainer, she specializes in English Language Teaching (ELT) didactics, and her research interests encompass second language acquisition and broadly understood glottodidactics. Her academic work focuses on enhancing pre-service teacher education, integrating practical teaching methodologies with theoretical insights to support effective language instruction.
https://orcid.org/0000-0003-2848-2366University of Rzeszów, Poland
Ewelina Cop, M.A., is a third-year doctoral student in the field of linguistics at the Doctoral School of the University of Rzeszów. Her primary research focus is on foreign language acquisition, with a specific emphasis on glottodidactics.
https://orcid.org/0009-0003-6288-6134University of Rzeszów, Poland
Patrycja Indycka-Kusiak, M.A., is a third-year doctoral student in the field of linguistics at the Doctoral School of the University of Rzeszów. Her primary focus is on second language acquisition and instruction, with particular attention to individual differences.
https://orcid.org/0009-0009-3771-5302
