Vargas Barrantes, MarielaHernández Salazar, Ericka2025-08-142025-08-142025https://hdl.handle.net/11056/32355Artículo Científico para optar el grado de Maestría en Educación con énfasis en Aprendizaje del InglésThis essay explores how game-based learning (GBL) and meaningful classroom interactions can enhance student motivation in English as a Foreign Language (EFL) courses, particularly within diverse contexts like Centro de Estudios de Idiomas Conversacionales (CEIC). The central thesis asserts that combining these strategies fosters motivation. Drawing on frameworks such as Self-Determination Theory and the L2 Motivational Self System, the essay emphasizes the value of autonomy, competence, and relatedness. Key arguments include the adaptability of GBL (both digital and analog), the need for contextualized teaching based on learner profiles and digital literacy, and the importance of fostering respectful teacher-student and peer relationships. The conclusions highlight that well-structured GBL and supportive interactions can increase intrinsic motivation, foster classroom belonging, and reduce anxiety. Ultimately, the essay emphasizes the importance of analyzing learners’ needs and profiles to design relevant and responsive strategies that promote engagement in mixed-age EFL classrooms.engAcceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/ENSEÑANZA DE IDIOMASMOTIVACIÓNJUEGOS EDUCATIVOSINGLÉSLANGUAGE TEACHINGMOTIVATIONEDUCATIONAL GAMESENGLISHhttp://purl.org/coar/resource_type/c_bdcc