This study examines how the ludic approach functions as a motivational strategy in second language learning, specifically English, among fifth-grade students at Unidad Educativa Fiscomisional “Sagrado Corazón de Jesús” in Tulcán. The research emerged from the need to rethink traditional and rigid teaching practices that have been observed to limit students’ spontaneous participation. To guide the study, it sought to determine whether game based activities contribute to meaningful learning, enhance intrinsic motivation, and foster more inclusive classroom environments. Using a mixed-methods approach (quantitative and qualitative) with an exploratory, descriptive, and analytical design, non-participant observation checklists and a teacher interview were conducted to obtain a comprehensive understanding of the phenomenon under study. Subsequently, the collected data were analyzed sequentially to identify convergent and divergent aspects related to the implementation of the ludic approach in the English teaching and learning process. Finally, the study proposes the design of interactive lesson plans based on the ludic approach to strengthen teaching practices and promote meaningful English language learning among primary school students.
