Escape Room as a Teamwork Strategy to Promote Speaking Skills Through Bullying Reflection in the EFL Classroom

Abstract

The purpose of this explanatory study, which employ ed an ethnographic approach , was to assess the effectiveness of Escape Room as a teamwork strategy to promote the use of speaking skills through bullying reflection among third - grade elementary school students. Participant observation and a focus group were used for data collection . Twenty (n=20) third - grade students from Institución Educativa El Pinal participated in the study. Students showed progress in terms of using the vocabulary taught during the pedagogical intervention for speaking. They also showed greater awarness of bullying as an issue to be prevented and denounced. Finally, they responded positively to an activity that took place outside the traditional classroom space. The paper concludes with some recommendations for the use of games for language teaching and learning.