Vol. 12/ Núm. 4 2025 pág. 154
https://doi.org/10.69639/arandu.v12i4.1660
Traditional Game as a Strategy for English Vocabulary
Acquisition in Children with Montubio Cultural Influence
Juego tradicional como estrategia para la adquisición de vocabulario en inglés en
niños con influencia cultural Montubia
Karla Rashell Barragán López
kbarraganl@uteq.edu.ec
https://orcid.org/0009-0005-7712-8795
Universidad Técnica Estatal de Quevedo
Facultad de Ciencias de la Educación
Ecuador-Quevedo
Jardel Coutinho Dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Facultad de Ciencias de la Educación
Ecuador-Quevedo
Artículo recibido: 18 septiembre 2025 - Aceptado para publicación: 28 octubre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study examines how the traditional Ecuadorian game La Olla Encantada serves as a
culturally meaningful strategy for supporting English vocabulary acquisition in children with
Montubio cultural influence. A mixed-methods action research design guides the process. The
intervention takes place in a rural public school on the Ecuadorian coast and involves 27 children
aged seven to 10 years old. Over the course of six weeks, students participate in engaging
activities, crafts, role-plays, and collaborative games centered on vocabulary related to colors,
animals, food, nature, and action words. Quantitative data, collected through pre- and post-tests,
demonstrate a statistically significant improvement in vocabulary acquisition (p < 0.001). At the
same time, qualitative insights from visual narratives and classroom observations reveal increased
motivation, oral participation, and emotional connection to the English language and its cultural
roots. This experience enhances language learning and nurtures cultural identity and engagement.
The study emphasizes the value of integrating cultural elements into diverse educational contexts
to enrich children’s linguistic and emotional development. It also underscores the teacher’s key
role in adapting instruction to students’ sociocultural realities, creating a more inclusive and
meaningful learning environment.
Keywords: traditional game, vocabulary acquisition, cultural identity, English teaching
Vol. 12/ Núm. 4 2025 pág. 155
RESUMEN
Este estudio explora cómo el juego tradicional ecuatoriano “La Olla Encantada” se convierte en
una estrategia culturalmente significativa para fomentar la adquisición de vocabulario en inglés
en niños con influencia cultural Montubia. Se aplica una metodología de investigación-acción con
enfoque mixto. La intervención tiene lugar en una escuela pública rural de la costa ecuatoriana y
cuenta con la participación de 27 niños de entre siete y 10 años. A lo largo de seis semanas, los
estudiantes se sumergen en actividades lúdicas, manualidades, dramatizaciones y juegos
colaborativos que giran en torno a vocabulario relacionado con colores, animales, alimentos,
naturaleza y acciones. Los resultados cuantitativos, obtenidos mediante pruebas antes y después
de la intervención, muestran una mejora significativa en la adquisición de vocabulario (p<0.001).
Al mismo tiempo, el análisis cualitativo de narrativas visuales y observaciones en el aula revela
un aumento en la motivación, la participación oral y el vínculo emocional de los niños con el
idioma y su cultura. Esta experiencia fortalece el aprendizaje del inglés y la identidad cultural de
los participantes. El estudio resalta la importancia de integrar elementos culturales en contextos
educativos diversos para enriquecer el aprendizaje lingüístico y emocional. Asimismo, destaca el
papel esencial del docente para adaptar su enseñanza a las realidades socioculturales del
alumnado.
Palabras clave: juego tradicional, adquisición de vocabulario, identidad cultural,
enseñanza de Inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
Este estudio explora cómo el juego tradicional ecuatoriano “La Olla Encantada” se convierte en
una estrategia culturalmente significativa para fomentar la adquisición de vocabulario en inglés
en niños con influencia cultural Montubia. Se aplica una metodología de investigación-acción con
enfoque mixto. La intervención tiene lugar en una escuela pública rural de la costa ecuatoriana y
cuenta con la participación de 27 niños de entre siete y 10 años. A lo largo de seis semanas, los
estudiantes se sumergen en actividades lúdicas, manualidades, dramatizaciones y juegos
colaborativos que giran en torno a vocabulario relacionado con colores, animales, alimentos,
naturaleza y acciones. Los resultados cuantitativos, obtenidos mediante pruebas antes y después
de la intervención, muestran una mejora significativa en la adquisición de vocabulario (p<0.001).
Al mismo tiempo, el análisis cualitativo de narrativas visuales y observaciones en el aula revela
un aumento en la motivación, la participación oral y el vínculo emocional de los niños con el
idioma y su cultura. Esta experiencia fortalece el aprendizaje del inglés y la identidad cultural de
los participantes. El estudio resalta la importancia de integrar elementos culturales en contextos
educativos diversos para enriquecer el aprendizaje lingüístico y emocional. Asimismo, destaca el
papel esencial del docente para adaptar su enseñanza a las realidades socioculturales del
alumnado.
Palabras clave: juego tradicional, adquisición de vocabulario, identidad cultural,
enseñanza de Inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 156
INTRODUCTION
Developing a strong vocabulary is fundamental to learning any language. In the case of
English, which serves as a global lingua franca, a strong lexicon enhances both academic
achievement and intercultural communication (Schmitt, 2019). For children, it also supports
linguistic competence, critical thinking, and cultural awareness.
However, for young learners, it can be difficult, especially those in rural or multicultural
environments with limited access to quality educational resources (Lugo-Neris et al., 2010). This
challenge is particularly significant in Ecuador, where English is required in basic education.
Many students face barriers due to a lack of appropriate tools, methodologies, and support for
effective language learning (Rivera Ríos et al., 2020).
The Ministry of Education of Ecuador (2012) acknowledges that, given the country's
multicultural nature, some students learning English may come from indigenous backgrounds
where Spanish is a second language and English a third.
This cultural and linguistic diversity implies that English teachers must be culturally
responsive and understand how students' cultural backgrounds can influence their language
acquisition process. For instance, children from Montubio1 backgrounds bring a rich cultural
heritage that includes unique linguistic expressions, social practices, and traditional arts
(Velásquez García, 2018).
Unfortunately, conventional teaching methods often overlook these cultural aspects,
resulting in a disconnect between students' everyday experiences and their classroom learning
activities (Comboni & Juárez, 2020). Research indicates that integrating culturally relevant
teaching strategies can help bridge this gap, fostering greater engagement and improving
educational outcomes (Ladson-Billings, 2014). For instance, traditional games like La Olla
Encantada offer a promising way to incorporate cultural practices into the academic experience.
La Olla Encantada is a beloved Ecuadorian traditional game deeply rooted in folklore
and community play. Its interactive nature aligns well with studies that games can significantly
enhance language learning by increasing motivation, encouraging active participation, and
promoting social interaction (Rusiana & Nuraeningsih, 2016).
Furthermore, games that reflect cultural traditions can support intercultural learning by
helping children link new skills to their cultural background and identity (Ardila-Barragán, 2022).
Using familiar and contextualized activities, such as the game aforementioned, can create
engaging learning experiences that enhance vocabulary acquisition in a way that resonates with
students’ cultural backgrounds.
1Montubios are people with their own cultural identity, living along the coastal and subtropical regions of Ecuador,
primarily working as small farmers.
INTRODUCTION
Developing a strong vocabulary is fundamental to learning any language. In the case of
English, which serves as a global lingua franca, a strong lexicon enhances both academic
achievement and intercultural communication (Schmitt, 2019). For children, it also supports
linguistic competence, critical thinking, and cultural awareness.
However, for young learners, it can be difficult, especially those in rural or multicultural
environments with limited access to quality educational resources (Lugo-Neris et al., 2010). This
challenge is particularly significant in Ecuador, where English is required in basic education.
Many students face barriers due to a lack of appropriate tools, methodologies, and support for
effective language learning (Rivera Ríos et al., 2020).
The Ministry of Education of Ecuador (2012) acknowledges that, given the country's
multicultural nature, some students learning English may come from indigenous backgrounds
where Spanish is a second language and English a third.
This cultural and linguistic diversity implies that English teachers must be culturally
responsive and understand how students' cultural backgrounds can influence their language
acquisition process. For instance, children from Montubio1 backgrounds bring a rich cultural
heritage that includes unique linguistic expressions, social practices, and traditional arts
(Velásquez García, 2018).
Unfortunately, conventional teaching methods often overlook these cultural aspects,
resulting in a disconnect between students' everyday experiences and their classroom learning
activities (Comboni & Juárez, 2020). Research indicates that integrating culturally relevant
teaching strategies can help bridge this gap, fostering greater engagement and improving
educational outcomes (Ladson-Billings, 2014). For instance, traditional games like La Olla
Encantada offer a promising way to incorporate cultural practices into the academic experience.
La Olla Encantada is a beloved Ecuadorian traditional game deeply rooted in folklore
and community play. Its interactive nature aligns well with studies that games can significantly
enhance language learning by increasing motivation, encouraging active participation, and
promoting social interaction (Rusiana & Nuraeningsih, 2016).
Furthermore, games that reflect cultural traditions can support intercultural learning by
helping children link new skills to their cultural background and identity (Ardila-Barragán, 2022).
Using familiar and contextualized activities, such as the game aforementioned, can create
engaging learning experiences that enhance vocabulary acquisition in a way that resonates with
students’ cultural backgrounds.
1Montubios are people with their own cultural identity, living along the coastal and subtropical regions of Ecuador,
primarily working as small farmers.
Vol. 12/ Núm. 4 2025 pág. 157
Thus, this study evaluates the effectiveness of La Olla Encantada as a culturally relevant
strategy to improve English vocabulary acquisition in children with Montubio cultural influence,
examining the relationship between cultural identity and language learning. As a result, the
research questions that guide this study are: a) To what extent does La Olla Encantada help
Montubio children improve their English vocabulary acquisition? Furthermore, b) What were the
students’ opinions about using traditional La Olla Encantada games to enhance vocabulary
acquisition?
Literature Review
The Importance of Vocabulary Acquisition in Language Learning
Building vocabulary is central to learning a new language; it allows people of all ages to
express themselves more clearly and understand what they hear or read. Schmitt (2019) suggested
that vocabulary acquisition is greatly improved through interactive and engaging activities. That’s
why using games in vocabulary learning has been shown to create a more natural and enjoyable
learning environment, promoting incidental learning. Similarly, Villacrés et al. (2021)
emphasized the effectiveness of game-based learning in improving vocabulary retention and
recall in young learners.
In addition to its role in communication, a solid vocabulary is essential for academic
success. Nation (2006) argues that a robust vocabulary is the basis of reading comprehension and
overall language proficiency. Furthermore, Snow (2010) highlights that contextualized
vocabulary instruction helps young learners associate words with their meanings, thereby
enhancing their understanding and application. Agustín Llach and Canga Alonso (2020) support
the integration of cultural elements into vocabulary teaching to make learning more meaningful
and relevant, especially in multicultural classrooms. Similarly, Mayer (2009) underscores that for
instructional activities, especially game-based ones, to be cognitively effective, they must be
carefully aligned with specific learning goals and principles of multimedia learning.
Traditional Games as Tools for Vocabulary Acquisition
Traditional games are excellent tools for vocabulary acquisition because they integrate
play with language learning in a natural context. Velásquez García (2018) notes that games, such
as La Olla Encantada, are essential to the cultural and social life of communities like Montubio.
These games entertain and preserve cultural heritage, fostering teamwork, social interaction, and
physical interaction. Kenanoğlu & Duran (2021) emphasize that games offer authentic, interactive
contexts for language practice, making them particularly effective for young learners. Moreover,
Krashen’s (1982) input hypothesis further supports the use of games in language learning,
suggesting that vocabulary acquisition is most effective when learners engage with
comprehensible input in meaningful, low-stress environments.
This perspective also resonates with Vygotsky’s (1978) sociocultural theory, which
emphasizes the value of social interaction and scaffolding in the zone of proximal development
Thus, this study evaluates the effectiveness of La Olla Encantada as a culturally relevant
strategy to improve English vocabulary acquisition in children with Montubio cultural influence,
examining the relationship between cultural identity and language learning. As a result, the
research questions that guide this study are: a) To what extent does La Olla Encantada help
Montubio children improve their English vocabulary acquisition? Furthermore, b) What were the
students’ opinions about using traditional La Olla Encantada games to enhance vocabulary
acquisition?
Literature Review
The Importance of Vocabulary Acquisition in Language Learning
Building vocabulary is central to learning a new language; it allows people of all ages to
express themselves more clearly and understand what they hear or read. Schmitt (2019) suggested
that vocabulary acquisition is greatly improved through interactive and engaging activities. That’s
why using games in vocabulary learning has been shown to create a more natural and enjoyable
learning environment, promoting incidental learning. Similarly, Villacrés et al. (2021)
emphasized the effectiveness of game-based learning in improving vocabulary retention and
recall in young learners.
In addition to its role in communication, a solid vocabulary is essential for academic
success. Nation (2006) argues that a robust vocabulary is the basis of reading comprehension and
overall language proficiency. Furthermore, Snow (2010) highlights that contextualized
vocabulary instruction helps young learners associate words with their meanings, thereby
enhancing their understanding and application. Agustín Llach and Canga Alonso (2020) support
the integration of cultural elements into vocabulary teaching to make learning more meaningful
and relevant, especially in multicultural classrooms. Similarly, Mayer (2009) underscores that for
instructional activities, especially game-based ones, to be cognitively effective, they must be
carefully aligned with specific learning goals and principles of multimedia learning.
Traditional Games as Tools for Vocabulary Acquisition
Traditional games are excellent tools for vocabulary acquisition because they integrate
play with language learning in a natural context. Velásquez García (2018) notes that games, such
as La Olla Encantada, are essential to the cultural and social life of communities like Montubio.
These games entertain and preserve cultural heritage, fostering teamwork, social interaction, and
physical interaction. Kenanoğlu & Duran (2021) emphasize that games offer authentic, interactive
contexts for language practice, making them particularly effective for young learners. Moreover,
Krashen’s (1982) input hypothesis further supports the use of games in language learning,
suggesting that vocabulary acquisition is most effective when learners engage with
comprehensible input in meaningful, low-stress environments.
This perspective also resonates with Vygotsky’s (1978) sociocultural theory, which
emphasizes the value of social interaction and scaffolding in the zone of proximal development
Vol. 12/ Núm. 4 2025 pág. 158
(ZPD), where children can achieve more with support in meaningful contexts, such as traditional
games.
Teaching Children with Montubio Cultural Influence
Teaching children from Montubio cultural backgrounds requires understanding their
unique cultural context, considering that this culture is rich in traditions and customs that can be
integrated into educational practices to make learning more relevant and engaging for children.
Velásquez García (2018) emphasized the role of traditional games in transmitting cultural values
and fostering a sense of identity among young learners.
Therefore, Ladson-Billings (2014) emphasizes that culturally relevant pedagogy
empowers students by validating their cultural identities and encouraging critical thinking about
society. Adam (2021) highlights that many educational settings offer monocultural book
collections, which can silence the voices of children from minority backgrounds. To address this
issue, educators should actively seek out and incorporate diverse children’s literature that reflects
the cultural diversity of their students.
For Montubio children, incorporating La Olla Encantada into English vocabulary
instruction aligns with this approach, making learning more engaging and relatable. However, as
Krasnof (2016) cautions, while culturally responsive teaching is essential, it must be implemented
with balance to ensure students are also exposed to global perspectives and prepared to use
language in diverse contexts.
Legal Framework
This action research aligns with Goal 4 of the United Nations 2030 Agenda for
Sustainable Development, which emphasizes inclusive, quality education for everyone (United
Nations, 2015, p.17). Specifically, Target 4.7 supports the idea that education should help learners
appreciate cultural diversity and contribute to a more inclusive world. By integrating (LOA) into
English vocabulary instruction for children with Montubio cultural backgrounds, this study gives
value to students’ identities and strengthens inclusive learning environments.
Nationally, the Constitution of the Republic of Ecuador (2008) affirms that education is
a universal right (Art 26) and should promote diversity and intercultural understanding (Art 28).
Furthermore, the Organic Law of Intercultural Education (LOEI, 2011) also states that teaching
must be grounded in the cultural identity of every student. This gives educators a solid legal
foundation to design lessons that reflect the social and cultural background of the students.
The Ministry of Education of Ecuador (2012) acknowledges that Ecuador’s classrooms
are multicultural. As such, it encourages educators to adapt their methods according to students’
backgrounds, especially for those learning English as a third language. In this context, the
inclusion of La Olla Encantada is a way to align classroom practices with national policy and
students’ reality.
(ZPD), where children can achieve more with support in meaningful contexts, such as traditional
games.
Teaching Children with Montubio Cultural Influence
Teaching children from Montubio cultural backgrounds requires understanding their
unique cultural context, considering that this culture is rich in traditions and customs that can be
integrated into educational practices to make learning more relevant and engaging for children.
Velásquez García (2018) emphasized the role of traditional games in transmitting cultural values
and fostering a sense of identity among young learners.
Therefore, Ladson-Billings (2014) emphasizes that culturally relevant pedagogy
empowers students by validating their cultural identities and encouraging critical thinking about
society. Adam (2021) highlights that many educational settings offer monocultural book
collections, which can silence the voices of children from minority backgrounds. To address this
issue, educators should actively seek out and incorporate diverse children’s literature that reflects
the cultural diversity of their students.
For Montubio children, incorporating La Olla Encantada into English vocabulary
instruction aligns with this approach, making learning more engaging and relatable. However, as
Krasnof (2016) cautions, while culturally responsive teaching is essential, it must be implemented
with balance to ensure students are also exposed to global perspectives and prepared to use
language in diverse contexts.
Legal Framework
This action research aligns with Goal 4 of the United Nations 2030 Agenda for
Sustainable Development, which emphasizes inclusive, quality education for everyone (United
Nations, 2015, p.17). Specifically, Target 4.7 supports the idea that education should help learners
appreciate cultural diversity and contribute to a more inclusive world. By integrating (LOA) into
English vocabulary instruction for children with Montubio cultural backgrounds, this study gives
value to students’ identities and strengthens inclusive learning environments.
Nationally, the Constitution of the Republic of Ecuador (2008) affirms that education is
a universal right (Art 26) and should promote diversity and intercultural understanding (Art 28).
Furthermore, the Organic Law of Intercultural Education (LOEI, 2011) also states that teaching
must be grounded in the cultural identity of every student. This gives educators a solid legal
foundation to design lessons that reflect the social and cultural background of the students.
The Ministry of Education of Ecuador (2012) acknowledges that Ecuador’s classrooms
are multicultural. As such, it encourages educators to adapt their methods according to students’
backgrounds, especially for those learning English as a third language. In this context, the
inclusion of La Olla Encantada is a way to align classroom practices with national policy and
students’ reality.
Vol. 12/ Núm. 4 2025 pág. 159
Moreover, the Convention on the Rights of the Child (United Nations, 1989) asserts that
all children have the right to receive an education that respects their cultural identity (Art 29).
This research embodies that principle by making students’ heritage a visible and celebrated part
of their learning process.
METHODOLOGY
This action research employed a mixed-methods approach, combining qualitative and
quantitative research to assess the effectiveness of a traditional Montubio game as a culturally
relevant strategy for vocabulary acquisition in children. According to Kemmis and McTaggart
(2000), action research is a participatory process that involves systematic inquiry by practitioners
to improve their practices, understanding, and the situations in which they work. This creative
strategy gave valuable insight into how bringing cultural elements into lessons can make language
learning more meaningful and engaging for students. (Creswell & Creswell, 2017).
Population and Sample
The study involved a sample of 27 children (N = 27), comprising 10 boys and 17 girls,
aged seven to 10 years, from a public school in a Rural Coastal Ecuadorian community with a
strong Montubio cultural influence. The children were selected based on age, cultural background,
and early stages of English language acquisition, making them an ideal sample for a vocabulary-
focused intervention. This culturally specific focus examined how incorporating cultural heritage
into the language learning process could enhance engagement and facilitate vocabulary retention.
Innovation
Description of the Intervention
The implementation lasted six weeks, during which children participated in three sessions
per week, each lasting two hours. The intervention was designed around the Ecuadorian game La
Olla Encantada, which was integrated into vocabulary instruction to promote culturally relevant
learning.
The process began with a pre-test to assess students’ existing knowledge of vocabulary
related to colors, animals, food, and nature. The vocabulary test used was carefully designed based
on previous observations of the target group. Before the intervention began, the researcher spent
time in the classroom observing the children's interactions, linguistic skills, and familiarity with
English vocabulary. Based on these insights, a test was created to measure vocabulary knowledge
across the key thematic categories aforementioned. To ensure validity, the test was reviewed by
an expert in the field of education, who provided suggestions to enhance clarity and age
appropriateness. The final version of the test was then applied to a pilot group of children of
similar ages, grade levels, and cultural characteristics. This process helped refine the instrument
and confirmed its reliability in capturing students’ vocabulary knowledge in contexts like those
of Montubio communities.
Moreover, the Convention on the Rights of the Child (United Nations, 1989) asserts that
all children have the right to receive an education that respects their cultural identity (Art 29).
This research embodies that principle by making students’ heritage a visible and celebrated part
of their learning process.
METHODOLOGY
This action research employed a mixed-methods approach, combining qualitative and
quantitative research to assess the effectiveness of a traditional Montubio game as a culturally
relevant strategy for vocabulary acquisition in children. According to Kemmis and McTaggart
(2000), action research is a participatory process that involves systematic inquiry by practitioners
to improve their practices, understanding, and the situations in which they work. This creative
strategy gave valuable insight into how bringing cultural elements into lessons can make language
learning more meaningful and engaging for students. (Creswell & Creswell, 2017).
Population and Sample
The study involved a sample of 27 children (N = 27), comprising 10 boys and 17 girls,
aged seven to 10 years, from a public school in a Rural Coastal Ecuadorian community with a
strong Montubio cultural influence. The children were selected based on age, cultural background,
and early stages of English language acquisition, making them an ideal sample for a vocabulary-
focused intervention. This culturally specific focus examined how incorporating cultural heritage
into the language learning process could enhance engagement and facilitate vocabulary retention.
Innovation
Description of the Intervention
The implementation lasted six weeks, during which children participated in three sessions
per week, each lasting two hours. The intervention was designed around the Ecuadorian game La
Olla Encantada, which was integrated into vocabulary instruction to promote culturally relevant
learning.
The process began with a pre-test to assess students’ existing knowledge of vocabulary
related to colors, animals, food, and nature. The vocabulary test used was carefully designed based
on previous observations of the target group. Before the intervention began, the researcher spent
time in the classroom observing the children's interactions, linguistic skills, and familiarity with
English vocabulary. Based on these insights, a test was created to measure vocabulary knowledge
across the key thematic categories aforementioned. To ensure validity, the test was reviewed by
an expert in the field of education, who provided suggestions to enhance clarity and age
appropriateness. The final version of the test was then applied to a pilot group of children of
similar ages, grade levels, and cultural characteristics. This process helped refine the instrument
and confirmed its reliability in capturing students’ vocabulary knowledge in contexts like those
of Montubio communities.
Vol. 12/ Núm. 4 2025 pág. 160
Following this, the researcher introduced the traditional game context, and students
gradually crafted their own "magic pots" over several sessions. Each week focused on a thematic
vocabulary set.
That is how students decorated their pots with flashcards of vocabulary they had learned
(animals, food, colors, shapes, actions, and nature) during each lesson, connecting English words
to their cultural world. Lessons also included mimicking animals, cooking, role-plays, drawing
nature elements, and participating in movement-based traditional games, such as Carrera de Tres
Pies. These were reinforced with collaborative tasks, songs, and chants, culminating in the
decoration and presentation of the pots.
The intervention concluded with vocabulary-based games, storytelling, oral
presentations, and the conventional "breaking of the pot" event, where students retrieved small
surprises inside their pots that symbolized their learning. Post-tests and visual narratives were
then used to assess vocabulary acquisition and emotional engagement.
Throughout the process, children received continuous feedback and were encouraged to
reflect on their learning. The instructor facilitated culturally sensitive pedagogy, allowing students
to relate English words to their Montubio identity. A detailed schedule of the intervention is
presented in Table 1.
Table 1
Intervention Schedule
Day Experimental
1 Pre-test
2 Introduction to La Olla Encantada + Pre-craft activity
3 Vocabulary practice (colors + shapes) + Crafting: painting pots
4 Vocabulary practice (animals) + Crafting: drawing animals
5 Vocabulary practice (animals + food) + Role-play (farm animals) + Crafting: Drawing
food
6 Vocabulary practice (food+ nature+ action words) + Role play (Preparing green
plantain chips) + Craft: Drawing elements of nature
7 Vocabulary practice (action words) + Traditional game day (Carrera de Tres Pies) +
Craft decoration
8 Craft decoration: Drawing actions + Speaking practice: describing their pot
9 Vocabulary treasure hunt game + Speaking practice
10 Collaborative Story Creation + Pot Decoration: Painting the main character of the
story (themselves)
11 Final craft touches + Practice for presentations.
12 Presentation of pots + Reflection activity
Following this, the researcher introduced the traditional game context, and students
gradually crafted their own "magic pots" over several sessions. Each week focused on a thematic
vocabulary set.
That is how students decorated their pots with flashcards of vocabulary they had learned
(animals, food, colors, shapes, actions, and nature) during each lesson, connecting English words
to their cultural world. Lessons also included mimicking animals, cooking, role-plays, drawing
nature elements, and participating in movement-based traditional games, such as Carrera de Tres
Pies. These were reinforced with collaborative tasks, songs, and chants, culminating in the
decoration and presentation of the pots.
The intervention concluded with vocabulary-based games, storytelling, oral
presentations, and the conventional "breaking of the pot" event, where students retrieved small
surprises inside their pots that symbolized their learning. Post-tests and visual narratives were
then used to assess vocabulary acquisition and emotional engagement.
Throughout the process, children received continuous feedback and were encouraged to
reflect on their learning. The instructor facilitated culturally sensitive pedagogy, allowing students
to relate English words to their Montubio identity. A detailed schedule of the intervention is
presented in Table 1.
Table 1
Intervention Schedule
Day Experimental
1 Pre-test
2 Introduction to La Olla Encantada + Pre-craft activity
3 Vocabulary practice (colors + shapes) + Crafting: painting pots
4 Vocabulary practice (animals) + Crafting: drawing animals
5 Vocabulary practice (animals + food) + Role-play (farm animals) + Crafting: Drawing
food
6 Vocabulary practice (food+ nature+ action words) + Role play (Preparing green
plantain chips) + Craft: Drawing elements of nature
7 Vocabulary practice (action words) + Traditional game day (Carrera de Tres Pies) +
Craft decoration
8 Craft decoration: Drawing actions + Speaking practice: describing their pot
9 Vocabulary treasure hunt game + Speaking practice
10 Collaborative Story Creation + Pot Decoration: Painting the main character of the
story (themselves)
11 Final craft touches + Practice for presentations.
12 Presentation of pots + Reflection activity
Vol. 12/ Núm. 4 2025 pág. 161
13 Game day: Postas + review vocabulary
14 Destruction of the pots + Vocabulary retrieval (items inside)
15 Visual narrative creation (to draw how they felt)
16 Group games + Vocabulary evaluation
17 Oral storytelling using vocabulary learned.
18 Post-test
Data Collection Instruments
Data was collected in two phases. The quantitative phase was integrated by a pre-test and
post-test, which were analyzed using a T-test and the SPSS program, where all data were revised
to create descriptive statistics. The qualitative phase used observations and visual narratives to
obtain rich and in-depth information about the feelings of students using (LOA) to learn English
Vocabulary.
Test
Brown (2004) describes a test as a way to check what someone knows or can do in a certain
area. In this study, the test served as a tool to assess students’ vocabulary knowledge, their
comprehension of the words, and their ability to use them in context (Schmitt, 2019). Two
versions of the test were implemented: a pre-test and a post-test.
The pre-test was applied before the intervention to assess the students’ existing vocabulary.
It included four parts. First, students looked at a picture and chose the correct English word from
three options. Then, they matched words with pictures. In the next part, they completed sentences
using the appropriate word. Finally, they saw pictures and answered closed questions such as:
“What color is the pot?”
After the intervention, the post-test was given. It contained the same structure, words, and
questions as the pre-test. This helped show whether students had improved or acquired vocabulary
after learning through the game-based and culturally relevant method.
Visual Narrative
A visual narrative is a qualitative method that combines imagery with short written or
spoken reflections to capture learning experiences and emotions (Lemon, 2006). By the same
token, the 27 students were asked to draw how they felt during the intervention and how they
connected their vocabulary to their culture and learning experiences. However, a visual narrative
is incomplete without language and dialogue to accompany it (Lemon, 2006), so after that, they
were requested to write a short phrase or reflection describing their experiences, feelings, and
thoughts related to learning vocabulary with the Ecuadorian Traditional Game La Olla
Encantada. The analysis of drawings and written reflections provided insights into how the
13 Game day: Postas + review vocabulary
14 Destruction of the pots + Vocabulary retrieval (items inside)
15 Visual narrative creation (to draw how they felt)
16 Group games + Vocabulary evaluation
17 Oral storytelling using vocabulary learned.
18 Post-test
Data Collection Instruments
Data was collected in two phases. The quantitative phase was integrated by a pre-test and
post-test, which were analyzed using a T-test and the SPSS program, where all data were revised
to create descriptive statistics. The qualitative phase used observations and visual narratives to
obtain rich and in-depth information about the feelings of students using (LOA) to learn English
Vocabulary.
Test
Brown (2004) describes a test as a way to check what someone knows or can do in a certain
area. In this study, the test served as a tool to assess students’ vocabulary knowledge, their
comprehension of the words, and their ability to use them in context (Schmitt, 2019). Two
versions of the test were implemented: a pre-test and a post-test.
The pre-test was applied before the intervention to assess the students’ existing vocabulary.
It included four parts. First, students looked at a picture and chose the correct English word from
three options. Then, they matched words with pictures. In the next part, they completed sentences
using the appropriate word. Finally, they saw pictures and answered closed questions such as:
“What color is the pot?”
After the intervention, the post-test was given. It contained the same structure, words, and
questions as the pre-test. This helped show whether students had improved or acquired vocabulary
after learning through the game-based and culturally relevant method.
Visual Narrative
A visual narrative is a qualitative method that combines imagery with short written or
spoken reflections to capture learning experiences and emotions (Lemon, 2006). By the same
token, the 27 students were asked to draw how they felt during the intervention and how they
connected their vocabulary to their culture and learning experiences. However, a visual narrative
is incomplete without language and dialogue to accompany it (Lemon, 2006), so after that, they
were requested to write a short phrase or reflection describing their experiences, feelings, and
thoughts related to learning vocabulary with the Ecuadorian Traditional Game La Olla
Encantada. The analysis of drawings and written reflections provided insights into how the
Vol. 12/ Núm. 4 2025 pág. 162
children conceptualized the vocabulary and its cultural significance (Rusiana & Nuraeningsih,
2016).
Classroom Observations
According to Kumar (2023), observation as a data collection method in educational
research involves the systematic and purposeful watching and recording of behaviors and
phenomena within their natural settings. For that reason, the 27 children’s engagement levels,
vocabulary usage, and interactions with the material were observed during 6 weeks of learning
lessons (Creswell & Creswell, 2017), to learn about their thoughts and behaviors using a
traditional game as a way of learning vocabulary in English. Notes were used to document their
responses, attitudes, and actions in every lesson.
Data Analysis
Quantitative Analysis
Descriptive statistics, such as means, standard deviations, and frequencies, were
calculated to summarize the effectiveness of (LOA) as a culturally relevant strategy to improve
English vocabulary acquisition in children with Montubio cultural influence. A paired sample t-
test was applied to the pre-test and post-test results to determine whether there were significant
differences in vocabulary acquisition. The data were analyzed using SPSS version 25, a widely
used statistical software in the social sciences and related disciplines. This tool allows researchers
to execute computer-based analyses by organizing, categorizing, and interpreting data (Pacheco
et al., 2020).
Qualitative Analysis
The visual narratives were analyzed through thematic coding to identify recurrent themes
related to vocabulary comprehension, cultural connection, and student engagement (Braun &
Clarke, 2006). The classroom observations serve as a record and support of the learning process,
identifying behavior patterns, progress in performance, and engagement levels during the 18
lessons.
Ethical Considerations
The study adhered to ethical guidelines to ensure the protection and well-being of
participants. Before starting, formal permission was obtained from the educational institution.
Furthermore, the participation in the study was entirely voluntary, and informed consent was
obtained from both the participants and their parents or legal guardians. They were provided clear
information about the study’s objectives, procedures, and right to leave without any negative
consequences.
All data collected was kept confidential and used exclusively for the research, which was
in line with ethical standards (Cohen et al., 2018). Throughout the process, special care was taken
to respect the children’s cultural background and ensure their comfort and safety during the
intervention.
children conceptualized the vocabulary and its cultural significance (Rusiana & Nuraeningsih,
2016).
Classroom Observations
According to Kumar (2023), observation as a data collection method in educational
research involves the systematic and purposeful watching and recording of behaviors and
phenomena within their natural settings. For that reason, the 27 children’s engagement levels,
vocabulary usage, and interactions with the material were observed during 6 weeks of learning
lessons (Creswell & Creswell, 2017), to learn about their thoughts and behaviors using a
traditional game as a way of learning vocabulary in English. Notes were used to document their
responses, attitudes, and actions in every lesson.
Data Analysis
Quantitative Analysis
Descriptive statistics, such as means, standard deviations, and frequencies, were
calculated to summarize the effectiveness of (LOA) as a culturally relevant strategy to improve
English vocabulary acquisition in children with Montubio cultural influence. A paired sample t-
test was applied to the pre-test and post-test results to determine whether there were significant
differences in vocabulary acquisition. The data were analyzed using SPSS version 25, a widely
used statistical software in the social sciences and related disciplines. This tool allows researchers
to execute computer-based analyses by organizing, categorizing, and interpreting data (Pacheco
et al., 2020).
Qualitative Analysis
The visual narratives were analyzed through thematic coding to identify recurrent themes
related to vocabulary comprehension, cultural connection, and student engagement (Braun &
Clarke, 2006). The classroom observations serve as a record and support of the learning process,
identifying behavior patterns, progress in performance, and engagement levels during the 18
lessons.
Ethical Considerations
The study adhered to ethical guidelines to ensure the protection and well-being of
participants. Before starting, formal permission was obtained from the educational institution.
Furthermore, the participation in the study was entirely voluntary, and informed consent was
obtained from both the participants and their parents or legal guardians. They were provided clear
information about the study’s objectives, procedures, and right to leave without any negative
consequences.
All data collected was kept confidential and used exclusively for the research, which was
in line with ethical standards (Cohen et al., 2018). Throughout the process, special care was taken
to respect the children’s cultural background and ensure their comfort and safety during the
intervention.
Vol. 12/ Núm. 4 2025 pág. 163
RESULTS AND DISCUSSIONS
The findings indicate a statistically significant improvement in vocabulary acquisition
after the implementation of (LOA). A paired sample t-test was conducted to compare the
participants' pre-test and post-test scores.
There was a significant difference in the scores for the pre-test (M = 4.95, SD = 2.51) and
post-test (M = 7.81, SD = 1.90) conditions (p < 0.001), which rejects the null hypothesis. Table 2
presents the descriptive statistics and significance values.
Table 2
Paired Sample T-test
(N = 27)
Test Min Max Mean Std.Dev. Sig. (P).
Pre 1.33 9.67 4.95 2.51 0.000
Post 4.66 10 7.81 1.90
Note: N=sample M= mean Sd= standard deviation Min= Minimum Max= Maximum Sig (P):
Significance
The quantitative results show a meaningful improvement in the students’ English
vocabulary knowledge by the end of the intervention using La Olla Encantada, aligning with the
primary objective of integrating culturally relevant strategies to enhance vocabulary language
acquisition. Moreover, the increase in scores from pre-test and post-test also reflects the potential
of game-based learning as an engaging and effective method for children.
This improvement supports Schmitt's (2019) view that students learn new words best
through fun and meaningful activities. Similarly, Villacrés et al. (2021) support the idea that
games can activate deeper learning mechanisms, particularly in young learners. In this case, the
game was a bridge that connects students’ backgrounds to the learning process.
Nonetheless, it is essential to consider the depth and sustainability of this learning. Mayer
(2009) cautions that educational games must be closely aligned with learning objectives to
produce real cognitive benefits. While the post-test scores are promising, they mostly reflect
short-term acquisition. Further studies are needed to determine if this vocabulary is retained over
time and whether students can transfer these words to other contexts, such as writing or
spontaneous conversation.
Beyond academic progress, this study opened a space for cultural identity to shine in the
classroom. Many participants expressed pride in their heritage, stating comments such as “My
culture is beautiful” and “My culture is fun” as presented in Figure 1.
RESULTS AND DISCUSSIONS
The findings indicate a statistically significant improvement in vocabulary acquisition
after the implementation of (LOA). A paired sample t-test was conducted to compare the
participants' pre-test and post-test scores.
There was a significant difference in the scores for the pre-test (M = 4.95, SD = 2.51) and
post-test (M = 7.81, SD = 1.90) conditions (p < 0.001), which rejects the null hypothesis. Table 2
presents the descriptive statistics and significance values.
Table 2
Paired Sample T-test
(N = 27)
Test Min Max Mean Std.Dev. Sig. (P).
Pre 1.33 9.67 4.95 2.51 0.000
Post 4.66 10 7.81 1.90
Note: N=sample M= mean Sd= standard deviation Min= Minimum Max= Maximum Sig (P):
Significance
The quantitative results show a meaningful improvement in the students’ English
vocabulary knowledge by the end of the intervention using La Olla Encantada, aligning with the
primary objective of integrating culturally relevant strategies to enhance vocabulary language
acquisition. Moreover, the increase in scores from pre-test and post-test also reflects the potential
of game-based learning as an engaging and effective method for children.
This improvement supports Schmitt's (2019) view that students learn new words best
through fun and meaningful activities. Similarly, Villacrés et al. (2021) support the idea that
games can activate deeper learning mechanisms, particularly in young learners. In this case, the
game was a bridge that connects students’ backgrounds to the learning process.
Nonetheless, it is essential to consider the depth and sustainability of this learning. Mayer
(2009) cautions that educational games must be closely aligned with learning objectives to
produce real cognitive benefits. While the post-test scores are promising, they mostly reflect
short-term acquisition. Further studies are needed to determine if this vocabulary is retained over
time and whether students can transfer these words to other contexts, such as writing or
spontaneous conversation.
Beyond academic progress, this study opened a space for cultural identity to shine in the
classroom. Many participants expressed pride in their heritage, stating comments such as “My
culture is beautiful” and “My culture is fun” as presented in Figure 1.
Vol. 12/ Núm. 4 2025 pág. 164
Figure 1
Visual Narrative: Student Feelings about learning with a traditional game
These comments, captured in the visual narratives, suggest that language learning becomes
more engaging when children recognize themselves and their roots in the activities.
In Lesson 4, during the pot-decorating activity, students asked with genuine curiosity what
would come next in the game. Some even began to wonder how elements of their culture, such as
banana, cocoa, green plantain, skirt, flower, and a variety of Ecuadorian dishes would be named
in English. This desire to explore both languages shows how culturally relevant content can foster
natural motivation and curiosity, which are key aspects in language acquisition.
This pattern of emotional engagement was also clear in other sessions. For example, in
Lesson 6, during a role-play activity called “Preparing green plantain chips”, the researcher,
acting as a chef, did a magic trick that turned small circular pieces of paper into real green plantain
chips. One student, smiling widely, said, “English teachers can do magic!” followed by “Not just
because of the tricks, but also because they can make everything more fun. I like English.” These
statements demonstrate the importance of engaging students to foster motivation, aligning directly
with the third objective of the EFL Ecuadorian Curriculum, which emphasizes the importance of
creating a love of learning languages from an early age (Ministry of Education, n.d.).
These observations support Ladson-Billings’ (2014) framework of culturally relevant
pedagogy, which affirms the value of connecting students' lived experiences to classroom
learning. When students feel seen and heard, their engagement increases, and learning becomes
more meaningful.
Nonetheless, it is necessary to strike a balance. While celebrating local culture is important,
overemphasizing it could unintentionally limit students’ exposure to diverse global uses of
language. Krasnof (2016) argues that focusing too narrowly on one cultural context might prevent
learners from developing the flexibility to use English in a variety of situations. Therefore, a
balanced approach is needed. One that honors cultural identity while also preparing them for
communication beyond their local context.
Figure 1
Visual Narrative: Student Feelings about learning with a traditional game
These comments, captured in the visual narratives, suggest that language learning becomes
more engaging when children recognize themselves and their roots in the activities.
In Lesson 4, during the pot-decorating activity, students asked with genuine curiosity what
would come next in the game. Some even began to wonder how elements of their culture, such as
banana, cocoa, green plantain, skirt, flower, and a variety of Ecuadorian dishes would be named
in English. This desire to explore both languages shows how culturally relevant content can foster
natural motivation and curiosity, which are key aspects in language acquisition.
This pattern of emotional engagement was also clear in other sessions. For example, in
Lesson 6, during a role-play activity called “Preparing green plantain chips”, the researcher,
acting as a chef, did a magic trick that turned small circular pieces of paper into real green plantain
chips. One student, smiling widely, said, “English teachers can do magic!” followed by “Not just
because of the tricks, but also because they can make everything more fun. I like English.” These
statements demonstrate the importance of engaging students to foster motivation, aligning directly
with the third objective of the EFL Ecuadorian Curriculum, which emphasizes the importance of
creating a love of learning languages from an early age (Ministry of Education, n.d.).
These observations support Ladson-Billings’ (2014) framework of culturally relevant
pedagogy, which affirms the value of connecting students' lived experiences to classroom
learning. When students feel seen and heard, their engagement increases, and learning becomes
more meaningful.
Nonetheless, it is necessary to strike a balance. While celebrating local culture is important,
overemphasizing it could unintentionally limit students’ exposure to diverse global uses of
language. Krasnof (2016) argues that focusing too narrowly on one cultural context might prevent
learners from developing the flexibility to use English in a variety of situations. Therefore, a
balanced approach is needed. One that honors cultural identity while also preparing them for
communication beyond their local context.
Vol. 12/ Núm. 4 2025 pág. 165
One unexpected outcome was the increase in oral participation. Although vocabulary was
the primary focus, students began to use new words in class conversations spontaneously. This
shift in behavior aligns with Krashen’s (1982) input hypothesis, which points out the importance
of creating low-anxiety, meaningful environments for second language acquisition. The playful,
familiar atmosphere created by the game reduced students’ fear of making mistakes and
encouraged natural language use.
Vygotsky's (1978) theory of the zone of proximal development (ZPD) also offers insight
into this behavior. The tasks placed students at a level that was challenging enough to stretch their
skills without overwhelming them. The support from the teacher and the group allowed them to
take risks and participate with greater confidence. This proves that culturally responsive, game-
based strategies foster an environment where students are more likely to speak, collaborate, and
learn from one another.
Importantly, students were not excited merely because the activity was new; rather, their
enthusiasm was deeply tied to the cultural familiarity of the game. La Olla Encantada is already
known in their community, which made the learning feel more personal and authentic. What was
novel was building the game from scratch using recycled materials, a twist that empowered them
creatively and strengthened emotional engagement.
If the intervention had been implemented without the traditional game, it is unlikely that
the vocabulary gains and emotional connections would have been as impactful. Students often
recalled new words by linking them to specific moments in the game, such as decorating the pots
or playing role-plays, which suggests that the integration of movement, art, and culture triggered
stronger memory encoding.
That said, replicability in urban or intercultural contexts requires nuance. While urban
students may not share Montubio heritage, this game could still serve as a gateway to cultural
awareness and appreciation. As one participant-observer from the same culture, the teacher's own
cultural identity played a major role in the emotional resonance of the lessons. Teachers
unfamiliar with the culture would need to research, approach with respect, and perhaps collaborate
with local community members to preserve the integrity and sensitivity of the experience.
In short, while the game proved effective in this rural, culturally aligned setting, its strength
lies not just in what was taught, but how and from where it was taught. Culturally responsive
pedagogy, when implemented with authenticity and heart, not only teaches a language but also
nurtures identity, belonging, and joy in learning.
Overall, the results show how a culturally rich activity like La Olla Encantada can serve
as a powerful tool for language learning. It supports cognitive growth and emotional and social
connection, making the classroom a space where students feel excited to learn, proud of who they
are, and curious about how their world fits into the language they are learning.
One unexpected outcome was the increase in oral participation. Although vocabulary was
the primary focus, students began to use new words in class conversations spontaneously. This
shift in behavior aligns with Krashen’s (1982) input hypothesis, which points out the importance
of creating low-anxiety, meaningful environments for second language acquisition. The playful,
familiar atmosphere created by the game reduced students’ fear of making mistakes and
encouraged natural language use.
Vygotsky's (1978) theory of the zone of proximal development (ZPD) also offers insight
into this behavior. The tasks placed students at a level that was challenging enough to stretch their
skills without overwhelming them. The support from the teacher and the group allowed them to
take risks and participate with greater confidence. This proves that culturally responsive, game-
based strategies foster an environment where students are more likely to speak, collaborate, and
learn from one another.
Importantly, students were not excited merely because the activity was new; rather, their
enthusiasm was deeply tied to the cultural familiarity of the game. La Olla Encantada is already
known in their community, which made the learning feel more personal and authentic. What was
novel was building the game from scratch using recycled materials, a twist that empowered them
creatively and strengthened emotional engagement.
If the intervention had been implemented without the traditional game, it is unlikely that
the vocabulary gains and emotional connections would have been as impactful. Students often
recalled new words by linking them to specific moments in the game, such as decorating the pots
or playing role-plays, which suggests that the integration of movement, art, and culture triggered
stronger memory encoding.
That said, replicability in urban or intercultural contexts requires nuance. While urban
students may not share Montubio heritage, this game could still serve as a gateway to cultural
awareness and appreciation. As one participant-observer from the same culture, the teacher's own
cultural identity played a major role in the emotional resonance of the lessons. Teachers
unfamiliar with the culture would need to research, approach with respect, and perhaps collaborate
with local community members to preserve the integrity and sensitivity of the experience.
In short, while the game proved effective in this rural, culturally aligned setting, its strength
lies not just in what was taught, but how and from where it was taught. Culturally responsive
pedagogy, when implemented with authenticity and heart, not only teaches a language but also
nurtures identity, belonging, and joy in learning.
Overall, the results show how a culturally rich activity like La Olla Encantada can serve
as a powerful tool for language learning. It supports cognitive growth and emotional and social
connection, making the classroom a space where students feel excited to learn, proud of who they
are, and curious about how their world fits into the language they are learning.
Vol. 12/ Núm. 4 2025 pág. 166
CONCLUSION
The primary purpose of this study was to examine how a traditional Ecuadorian game can
contribute to vocabulary acquisition in English among young learners. Throughout the study,
students participated in interactive activities based on these games, creating a dynamic and
engaging learning environment. By incorporating culturally relevant games into English lessons,
students were more motivated to participate and showed increased retention of new vocabulary.
To implement this approach effectively, the lesson plan was designed using a structured
framework that aligned learning objectives with engaging activities. First, key vocabulary was
selected based on the thematic focus of the games. Then, activities were developed to encourage
repeated exposure and meaningful use of the words. Finally, students had the opportunity to
reinforce their learning through hands-on participation and collaborative interactions.
The results of this study confirm that traditional Ecuadorian games, when integrated
meaningfully into the classroom, can become powerful tools for language acquisition. La Olla
Encantada supported vocabulary development and made learning more enjoyable, emotionally
meaningful, and connected to students’ cultural identity. However, the success of such strategies
does not rely solely on the materials or activities used, but also on the role of the teacher.
Educators need to receive ongoing training that helps them recognize, value, and
incorporate students’ cultural backgrounds into their lessons. Teachers need time and tools to
observe their learners, understand their realities, and adapt their methodologies accordingly. In
classrooms that reflect diversity, such as those with Montubio influence, teaching should
transcend textbooks by being inclusive, dynamic, and culturally grounded.
By embracing this perspective, educators can transform their practice and help every
student feel seen, heard, and supported, not just in learning a new language but in finding pride
in who they are.
Limitations and recommendations
This study faced two main limitations. First, some students had irregular attendance,
which meant they missed key lessons that could have supported their vocabulary development.
Second, there were times when access to materials for the game-based activities was limited,
which reduced the variety and depth of the learning experience.
To strengthen future research, it would be beneficial to find ways to encourage more
consistent student participation, whether through scheduling adjustments or increased
engagement efforts. Ensuring better access to materials and resources would also help enrich the
activities and maximize their impact.
In addition, future studies could explore how La Olla Encantada might support the
development of other language skills, such as speaking and listening. Understanding its potential
to improve fluency, pronunciation, and spontaneous communication could offer valuable insights.
CONCLUSION
The primary purpose of this study was to examine how a traditional Ecuadorian game can
contribute to vocabulary acquisition in English among young learners. Throughout the study,
students participated in interactive activities based on these games, creating a dynamic and
engaging learning environment. By incorporating culturally relevant games into English lessons,
students were more motivated to participate and showed increased retention of new vocabulary.
To implement this approach effectively, the lesson plan was designed using a structured
framework that aligned learning objectives with engaging activities. First, key vocabulary was
selected based on the thematic focus of the games. Then, activities were developed to encourage
repeated exposure and meaningful use of the words. Finally, students had the opportunity to
reinforce their learning through hands-on participation and collaborative interactions.
The results of this study confirm that traditional Ecuadorian games, when integrated
meaningfully into the classroom, can become powerful tools for language acquisition. La Olla
Encantada supported vocabulary development and made learning more enjoyable, emotionally
meaningful, and connected to students’ cultural identity. However, the success of such strategies
does not rely solely on the materials or activities used, but also on the role of the teacher.
Educators need to receive ongoing training that helps them recognize, value, and
incorporate students’ cultural backgrounds into their lessons. Teachers need time and tools to
observe their learners, understand their realities, and adapt their methodologies accordingly. In
classrooms that reflect diversity, such as those with Montubio influence, teaching should
transcend textbooks by being inclusive, dynamic, and culturally grounded.
By embracing this perspective, educators can transform their practice and help every
student feel seen, heard, and supported, not just in learning a new language but in finding pride
in who they are.
Limitations and recommendations
This study faced two main limitations. First, some students had irregular attendance,
which meant they missed key lessons that could have supported their vocabulary development.
Second, there were times when access to materials for the game-based activities was limited,
which reduced the variety and depth of the learning experience.
To strengthen future research, it would be beneficial to find ways to encourage more
consistent student participation, whether through scheduling adjustments or increased
engagement efforts. Ensuring better access to materials and resources would also help enrich the
activities and maximize their impact.
In addition, future studies could explore how La Olla Encantada might support the
development of other language skills, such as speaking and listening. Understanding its potential
to improve fluency, pronunciation, and spontaneous communication could offer valuable insights.
Vol. 12/ Núm. 4 2025 pág. 167
By building on these areas, educators can create more engaging and effective ways to integrate
traditional games into English language learning.
By building on these areas, educators can create more engaging and effective ways to integrate
traditional games into English language learning.
Vol. 12/ Núm. 4 2025 pág. 168
REFERENCES
Adam, H. (2021). When Authenticity Goes Missing: How Monocultural Children’s Literature Is
Silencing the Voices and Contributing to Invisibility of Children from Minority
Backgrounds. Education Sciences, 11(1), 10-11. https://doi.org/10.3390/educsci11010032
Ardila-Barragán, J. N. (2022). Juegos tradicionales: Aportes al desarrollo sociocultural en
contextos educativos rurales. Revista digital: Actividad Física y Deporte, 8(1), 7-9.
https://doi.org/10.31910/rdafd.v8.n1.2022.2152
Barrionuevo Villacrés, J. A., Cajamarca Farez, L. S. ., Guijarro Paguay, S. L. ., & Chicaiza Calle,
C. O. (2021). Metacognitive strategies for the development of teaching vocabulary in
English . Horizontes. Revista De Investigación En Ciencias De La Educación, 5(19), 657–
667.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson
Education.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London:
Routledge. https://doi.org/10.4324/9781315456539
Comboni Salinas, S., & Juárez Núñez, J. M. (Eds.). (2020). Interculturalidad y diversidad en la
educación: Concepciones, políticas y prácticas (Primera edición). Universidad Autónoma
Metropolitana, Unidad Xochimilco, División de Ciencias Sociales y Humanidades.
Constitución de la República del Ecuador. (2008). Constitución de la República del Ecuador
https://www.asambleanacional.gob.ec/sites/default/files/documents/old/constitucion_de_b
olsillo.pdf
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). Sage Publications.
Kemmis, S., & McTaggart, R. (2000). Participatory action research: Communicative action and
the public sphere. In D. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research
(2nd ed., pp. 567-605). Sage.
Kenanoğlu, D., & Duran, M. (2021). The Effect of Traditional Games on the Language
Development of Pre-School Children in Pre-School Education. Asian Journal of Education
and Training, 7(1), 79-80. https://doi.org/10.20448/journal.522.2021.71.74.81
Kumar, A. (2023). Observation method. Library Philosophy and Practice.
https://www.researchgate.net/publication/360808469
Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed). Pergamon.
Krasnof, B. (2016). Culturally Responsive Teaching: A Guide to Evidenced-Based Practices for
Teaching All Students Equitably. In Equity Assistance Center at Education Northwest.
REFERENCES
Adam, H. (2021). When Authenticity Goes Missing: How Monocultural Children’s Literature Is
Silencing the Voices and Contributing to Invisibility of Children from Minority
Backgrounds. Education Sciences, 11(1), 10-11. https://doi.org/10.3390/educsci11010032
Ardila-Barragán, J. N. (2022). Juegos tradicionales: Aportes al desarrollo sociocultural en
contextos educativos rurales. Revista digital: Actividad Física y Deporte, 8(1), 7-9.
https://doi.org/10.31910/rdafd.v8.n1.2022.2152
Barrionuevo Villacrés, J. A., Cajamarca Farez, L. S. ., Guijarro Paguay, S. L. ., & Chicaiza Calle,
C. O. (2021). Metacognitive strategies for the development of teaching vocabulary in
English . Horizontes. Revista De Investigación En Ciencias De La Educación, 5(19), 657–
667.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson
Education.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London:
Routledge. https://doi.org/10.4324/9781315456539
Comboni Salinas, S., & Juárez Núñez, J. M. (Eds.). (2020). Interculturalidad y diversidad en la
educación: Concepciones, políticas y prácticas (Primera edición). Universidad Autónoma
Metropolitana, Unidad Xochimilco, División de Ciencias Sociales y Humanidades.
Constitución de la República del Ecuador. (2008). Constitución de la República del Ecuador
https://www.asambleanacional.gob.ec/sites/default/files/documents/old/constitucion_de_b
olsillo.pdf
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). Sage Publications.
Kemmis, S., & McTaggart, R. (2000). Participatory action research: Communicative action and
the public sphere. In D. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research
(2nd ed., pp. 567-605). Sage.
Kenanoğlu, D., & Duran, M. (2021). The Effect of Traditional Games on the Language
Development of Pre-School Children in Pre-School Education. Asian Journal of Education
and Training, 7(1), 79-80. https://doi.org/10.20448/journal.522.2021.71.74.81
Kumar, A. (2023). Observation method. Library Philosophy and Practice.
https://www.researchgate.net/publication/360808469
Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed). Pergamon.
Krasnof, B. (2016). Culturally Responsive Teaching: A Guide to Evidenced-Based Practices for
Teaching All Students Equitably. In Equity Assistance Center at Education Northwest.
Vol. 12/ Núm. 4 2025 pág. 169
https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-
teaching.pdf
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: A.k.a. the Remix. Harvard
Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Lemon, N. (2006). Using visual narrative for reflection. In Proceedings of AARE Conference
Lugo-Neris, M. J., Jackson, C. W., & Goldstein, H. (2010). Facilitating vocabulary acquisition of
young English language learners. Language, Speech, and Hearing Services in Schools,
41(3), 314-327. https://doi.org/10.1044/0161-1461(2009/07-0082)
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
https://doi.org/10.1017/CBO9780511811678
Ministry of Education. (n.d.). English as a foreign language curriculum: Educación General
Básica and Bachillerato General Unificado. https://educacion.gob.ec/wp-
content/uploads/downloads/2016/03/EFL1.pdf
Ministry of Education of Ecuador. (2012). Estándares de aprendizaje de inglés.
https://educacion.gob.ec/wp-
content/uploads/downloads/2012/09/estandares_2012_ingles_opt.pdf
Nation, I. S. P. (2006). Learning vocabulary in another language (8. print). Cambridge Univ.
Press.
Organic Law of Intercultural Education (LOEI). (2011). https://educacion.gob.ec/wp-
content/uploads/downloads/2017/05/Ley-Organica-Educacion-Intercultural-
Codificado.pdf
Pacheco, J. L. R., Argüello, M. V. B., & Suárez, A. I. D. L. H. (2020). Análisis general del SPSS
y su utilidad en la estadística. E-IDEA Journal of Business Sciences, 2(4), 17-25.
Rivera Ríos, A. R., Galdós Sotolondo, S. Á., Espinoza Freire, E. E., Galdós Sotolondo, S. Á., &
Espinoza Freire, E. E. (2020). Educación intercultural y aprendizaje significativo: Un reto
para la educación básica en el Ecuador. Conrado, 16(75), 390-396.
Rusiana, R., & Nuraeningsih, N. (2016). Teaching english to young learners through traditional
games. Journal of Language and Literature.
Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A
research agenda. Language Teaching, 52(2), 261-274.
https://doi.org/10.1017/S0261444819000053
Schmitt, N. (2019). Vocabulary in language teaching. Cambridge University Press.
Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning About
Science. Science, 328(5977), 450-452. https://doi.org/10.1126/science.1182597
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second
language acquisition (pp. 235-253). Rowley, MA: Newbury House.
https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-
teaching.pdf
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: A.k.a. the Remix. Harvard
Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Lemon, N. (2006). Using visual narrative for reflection. In Proceedings of AARE Conference
Lugo-Neris, M. J., Jackson, C. W., & Goldstein, H. (2010). Facilitating vocabulary acquisition of
young English language learners. Language, Speech, and Hearing Services in Schools,
41(3), 314-327. https://doi.org/10.1044/0161-1461(2009/07-0082)
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
https://doi.org/10.1017/CBO9780511811678
Ministry of Education. (n.d.). English as a foreign language curriculum: Educación General
Básica and Bachillerato General Unificado. https://educacion.gob.ec/wp-
content/uploads/downloads/2016/03/EFL1.pdf
Ministry of Education of Ecuador. (2012). Estándares de aprendizaje de inglés.
https://educacion.gob.ec/wp-
content/uploads/downloads/2012/09/estandares_2012_ingles_opt.pdf
Nation, I. S. P. (2006). Learning vocabulary in another language (8. print). Cambridge Univ.
Press.
Organic Law of Intercultural Education (LOEI). (2011). https://educacion.gob.ec/wp-
content/uploads/downloads/2017/05/Ley-Organica-Educacion-Intercultural-
Codificado.pdf
Pacheco, J. L. R., Argüello, M. V. B., & Suárez, A. I. D. L. H. (2020). Análisis general del SPSS
y su utilidad en la estadística. E-IDEA Journal of Business Sciences, 2(4), 17-25.
Rivera Ríos, A. R., Galdós Sotolondo, S. Á., Espinoza Freire, E. E., Galdós Sotolondo, S. Á., &
Espinoza Freire, E. E. (2020). Educación intercultural y aprendizaje significativo: Un reto
para la educación básica en el Ecuador. Conrado, 16(75), 390-396.
Rusiana, R., & Nuraeningsih, N. (2016). Teaching english to young learners through traditional
games. Journal of Language and Literature.
Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A
research agenda. Language Teaching, 52(2), 261-274.
https://doi.org/10.1017/S0261444819000053
Schmitt, N. (2019). Vocabulary in language teaching. Cambridge University Press.
Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning About
Science. Science, 328(5977), 450-452. https://doi.org/10.1126/science.1182597
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second
language acquisition (pp. 235-253). Rowley, MA: Newbury House.
Vol. 12/ Núm. 4 2025 pág. 170
United Nations. (1989). Convention on the Rights of the Child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.
https://sdgs.un.org/2030agenda
Velásquez García, J. D. (2019). Las artes del pueblo montuvio y su aporte lingüístico cultural en
los estudiantes de tercero de bachillerato ciencias “G” de la Unidad Educativa Quevedo
(Tesis de maestría). UNAE. http://repositorio.unae.edu.ec/bitstream/56000/751/1/TFM-
ELL-76.pdf
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M.
Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
https://doi.org/10.2307/j.ctvjf9vz4
United Nations. (1989). Convention on the Rights of the Child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.
https://sdgs.un.org/2030agenda
Velásquez García, J. D. (2019). Las artes del pueblo montuvio y su aporte lingüístico cultural en
los estudiantes de tercero de bachillerato ciencias “G” de la Unidad Educativa Quevedo
(Tesis de maestría). UNAE. http://repositorio.unae.edu.ec/bitstream/56000/751/1/TFM-
ELL-76.pdf
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M.
Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
https://doi.org/10.2307/j.ctvjf9vz4