The Transformative Power of Gamified Formative Assessment on Speaking Complexity, Accuracy, Fluency, and Organization: A Macro‐Analysis of Intermediate and Advanced Learners Article Swipe
Kimia Majidi
,
Mohammad Javad Rezai
,
Ali Mohammad Fazilatfar
,
Seyyedeh Elham Elhambakhsh
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1111/ijal.70067
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1111/ijal.70067
This study examined the impact of gamified formative assessment (GFA) on the speaking proficiency of Iranian English as a Foreign Language (EFL) learners, focusing on complexity, accuracy, fluency (CAF), and organizational quality. Employing a quasi‐experimental design, the speaking performances of intermediate and advanced learners under gamified (GFA) and traditional formative assessments (TFA) were compared. The gathered data included quantitative theory‐based measures and human ratings. Results demonstrated that GFA significantly enhanced CAF and organization, with advanced learners showing greater gains. However, syntactic complexity improvements were limited at the Common European Framework of Reference for Languages (CEFR) division, potentially due to task design and cognitive load. Commensurate with the research aims, the findings indicate that GFA promotes fluency, accuracy, and organization more effectively than TFA, highlighting the pedagogical value of gamification in fostering speaking skills, owing to alleviated communicative anxiety and nurtured autonomous language production. Collectively, the study supports the integration of GFA in EFL curricula, aligning with key principles of task‐based language teaching and offering new insights into the development of communicative competence in EFL contexts.
Related Topics
Concepts
Formative assessment
Psychology
Fluency
Transformative learning
Communicative competence
Pedagogy
Mathematics education
Foreign language
Competence (human resources)
Grading (engineering)
Metacognition
Language proficiency
Cognition
Foreign language teaching
Communicative language teaching
Second-language acquisition
English as a foreign language
Task (project management)
Intercultural competence
Language education
Anxiety
Rubric
Language acquisition
Public speaking
Task analysis
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1111/ijal.70067
- https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/ijal.70067
- OA Status
- bronze
- References
- 42
- OpenAlex ID
- https://openalex.org/W7114798062
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W7114798062Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1111/ijal.70067Digital Object Identifier
- Title
-
The Transformative Power of Gamified Formative Assessment on Speaking Complexity, Accuracy, Fluency, and Organization: A Macro‐Analysis of Intermediate and Advanced LearnersWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2025Year of publication
- Publication date
-
2025-12-10Full publication date if available
- Authors
-
Kimia Majidi, Mohammad Javad Rezai, Ali Mohammad Fazilatfar, Seyyedeh Elham ElhambakhshList of authors in order
- Landing page
-
https://doi.org/10.1111/ijal.70067Publisher landing page
- PDF URL
-
https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/ijal.70067Direct link to full text PDF
- Open access
-
YesWhether a free full text is available
- OA status
-
bronzeOpen access status per OpenAlex
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https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/ijal.70067Direct OA link when available
- Concepts
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Formative assessment, Psychology, Fluency, Transformative learning, Communicative competence, Pedagogy, Mathematics education, Foreign language, Competence (human resources), Grading (engineering), Metacognition, Language proficiency, Cognition, Foreign language teaching, Communicative language teaching, Second-language acquisition, English as a foreign language, Task (project management), Intercultural competence, Language education, Anxiety, Rubric, Language acquisition, Public speaking, Task analysisTop concepts (fields/topics) attached by OpenAlex
- Cited by
-
0Total citation count in OpenAlex
- References (count)
-
42Number of works referenced by this work
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| publication_year | 2025 |
| referenced_works | https://openalex.org/W4307866648, https://openalex.org/W3033612689, https://openalex.org/W1967555382, https://openalex.org/W2061051888, https://openalex.org/W1505162541, https://openalex.org/W2002537515, https://openalex.org/W4408540878, https://openalex.org/W2997161743, https://openalex.org/W2052729098, https://openalex.org/W2965149541, https://openalex.org/W4388872801, https://openalex.org/W4309550916, https://openalex.org/W2001528051, https://openalex.org/W2062265524, https://openalex.org/W2037621702, https://openalex.org/W4232254094, https://openalex.org/W2121884006, https://openalex.org/W4383874591, https://openalex.org/W2613881937, https://openalex.org/W2327037637, https://openalex.org/W3045114543, https://openalex.org/W4399029121, https://openalex.org/W3206880947, https://openalex.org/W3022218966, https://openalex.org/W2087388117, https://openalex.org/W2618411074, https://openalex.org/W4389572932, https://openalex.org/W4401879291, https://openalex.org/W2142995122, https://openalex.org/W2090655260, https://openalex.org/W4312201740, https://openalex.org/W2168184292, https://openalex.org/W2054038066, https://openalex.org/W2566152916, https://openalex.org/W4361185073, https://openalex.org/W42435208, https://openalex.org/W2135995390, https://openalex.org/W1975978582, https://openalex.org/W2127746072, https://openalex.org/W2136139529, https://openalex.org/W2483902154, https://openalex.org/W4313557601 |
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