The Transformative Power of Gamified Formative Assessment on Speaking Complexity, Accuracy, Fluency, and Organization: A Macro‐Analysis of Intermediate and Advanced Learners Article Swipe
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· 2025
· Open Access
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· 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.
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- 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