Boostering students’ oral output by lowering the affective filter at CBA La Paz by using gamification

Abstract

This research describes the importance of lowering the affective filter in order for students to acquire a foreign language, in this particular case, English, at the Centro Boliviano Americano La Paz (CBA). Teaching English at the CBA should emphasize "playful learning" at all stages, starting as early as TNF 1. Recent advancements in Neuroscience and Neurodidactics show that playfulness is innate in humans, including foreign language learners. Dr. Eduardo Calixto explains that the limbic system, responsible for emotions such as fear, joy, and affection, is enhanced through play, fostering qualities like solidarity and cooperation during the learning process. Stephen Krashen's input hypothesis emphasizes the role of the "affective filter" in second language acquisition (SLA). It suggests that emotional and psychological factors affect learning, and when the affective filter is low, learners are more receptive to new input, improving language acquisition. This essay discusses the advantages of reducing the affective filter, with a focus on its theoretical and practical impact on teaching and learning. This research seeks to design and implement an action plan to enhance speaking skills in English language teaching (ELT) at the Centro Boliviano Americano (CBA). The plan emphasizes the integration of various games into the daily teaching routine while reducing the affective filter to foster a more engaging and effective learning atmosphere.