Exploring Tolkien’s Literary Universe in the EFL Classroom - Approaching Literature through Robotics-Enhanced Inquiry-Based Learning

Oct 15, 2026

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This article examines how technology-enhanced inquiry-based learning (IBL) influences students’ language acquisition and motivation in English as a Foreign Language (EFL) instruction. It proposes collaboration between Spanish and English using translanguaging to connect learners’ L1 and L2 and reduce curriculum duplication. The study uses Tolkien’s literary universe as the main research theme, combining Ozobot robotics, IBL, and the gamified learning platform Classcraft. Diagnostic and proficiency tests, including robotic-supported storytelling and an ARCS motivation assessment, collect quantitative evidence across four parameters, showing improved language acquisition and motivation. Ozobot also demonstrates fast adaptation for basic learners and supports creative storytelling.

LanguageEnglish

CategoryTechnology

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

EFL and the 4th Industrial Revolution

Inquiry-Based Learning and motivation

Technology, critical thinking, and digital competence

Research design and objectives

Exploring Tolkien’s Literary Universe in the EFL classroom . Approaching Literature through Robotics-enhanced Inquiry-based learning Alexander Frank García Vaquero1, Maria Alcantud Diaz 2 1 Universitat de València, Spain, [afrank@alumni.uv.es](afrank@alumni.uv.es), [https://orcid.org/0009-0001-1332-7905](https://orcid.org/0009-0001-1332-7905) 2 Universitat de València (TALIS Group), Spain, [maria.alcantud@uv.es](maria.alcantud@uv.es), [https://orcid.org/0000-0002-4188-3765](https://orcid.org/0000-0002-4188-3765) ABSTRACT This article examines how technology-enhanced inquiry-based learning (IBL) affected students’ language acquisition and the evolution of motivation in the subject of English as a Foreign Language (EFL) . Furthermore, this study presents a proposal for the collaboration of the subjects of Spanish and English, using translanguaging to establish connections between students’ L1 and L2 and reducing curricular duplications. EFL presents itself as an opportunity for learners to engage with a broader scope of authentic resources, using Inquiry-Based Learning (IBL) as the main driving force of problem-solving situations. Thus, the investigation used Tolkien’s literary world as the main theme and topic of research, and robotics (Ozobot), IBL and a gamified learning management system (Classcraft) as the main methodologies. Through a series of diagnostic and proficiency tests (which included a robotic-supported storytelling activity and an ARCS motivation test), quantitative data were gathered concerning the two analysed variables. Results indicated improved language acquisition and motivation in all four parameters. Furthermore, Ozobot showed to have a quick adaptation period for student use at basic levels of functioning, as well as aiding in creative storytelling. Results will contribute to closing the knowledge gap detected in EFL learning since has been mostly used for scientific learning. KEYWORDS: Inquiry-based learning (IBL); English as a Foreign Language (EFL); Robotics; Literature; Classcraft 1 INTRODUCTION Amid the 4th Industrial Revolution, the massification of access and creation of information has brought a new set of challenges to education. Within only a few minutes, not only can we be presented with thousands of results regarding a certain topic, but we can also be active participants in its creation and outreach. The internet has blurred the lines that separated traditional agents of knowledge, creating a heterogeneous, international and digital community of learners. This shift in the way we interact with information has prioritised the need for critical thinking and management skills, which are also metacognitive strategies that have been linked to problem-solving abilities (McCormick, Clark, & Raines, 2015) . These are highly valued skills in society and in the workplace, for the challenges faced are no longer dependent on pure knowledge, but on the managing, filtering, and creative usage of multiple sources of information in service of non-traditional environments (Willingham, 2008; Carlgren, 2013; Rejeki, 2017) . In other words, there is an ongoing trend – mainly as the result of technological advancements – that is pressuring education to focus more on the how rather than the what of learning. In this context, EFL presents itself as an opportunity for learners to engage with a much broader scope of authentic resources, using inquiry and research as the main driving force of problem-solving situations. Furthermore, by presenting language as the means through which students can research and learn about other topics, not only does Inquiry-based Learning (IBL from now on) increase opportunities for oral and written production and comprehension, but it does so while maintaining student’s interest (Rejeki, 2017; Gómez Gutierrez, 2018) . On another hand, IBL has also been proven to be compatible and significantly improve results in electronic learning environments (Pedaste, Mäeot

FAQs

What learning approach does the article focus on in EFL classes?

It focuses on technology-enhanced inquiry-based learning (IBL) and how it affects students’ language acquisition and motivation in EFL.

How does the study use Tolkien’s literary universe?

Tolkien’s literary world is used as the main theme and research topic, forming the basis for language learning activities supported by robotics and IBL.

Which tools and learning methodologies are central to the research?

Ozobot robotics, inquiry-based learning, and a gamified learning management system (Classcraft) are used, alongside diagnostic and proficiency tests including robotic-supported storytelling and an ARCS motivation assessment.

Oct 15, 2026

Upload by hdkawk