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- Publisher Website: 10.1080/17501229.2024.2352789
- Scopus: eid_2-s2.0-85194489470
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Article: Utilising gamified formative assessment to support English language learning in schools: a scoping review
Title | Utilising gamified formative assessment to support English language learning in schools: a scoping review |
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Authors | |
Keywords | English language learning formative assessment Gamification school-aged learners scoping review |
Issue Date | 26-May-2024 |
Publisher | Taylor and Francis Group |
Citation | Innovation in Language Learning and Teaching, 2024 How to Cite? |
Abstract | Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted formative assessment (hereafter CAFA) separately and included diverse disciplines. Moreover, most relevant studies were found to be conducted in higher education and neglect younger learners. To address these gaps, this scoping review synthesised existing empirical studies to examine the implementation and effects of GFA for school-aged (preschool, primary and secondary school students) English language learners and to identify potential research avenues. This scoping review drew on 30 articles (35 interventions) from 2016 to 2023. The results indicated: (1) points and leaderboards were the most popular gamification elements in GFA; (2) immediate simple written feedback was the most common feedback type provided by GFA; (3) immediate GFA delivered through quizzes was beneficial to students’ academic performance in overall English language proficiency, vocabulary, and grammar; (4) GFA could enhance students’ learning satisfaction, motivation, and engagement. Despite the positive findings, it is important to note that some reviewed studies suffered from relatively weak methodology and theoretical foundations. Therefore, future theory-driven research utilising rigorous experimental and longitudinal methodology is needed to meaningfully extend the understanding towards the use of GFA for young English learners. |
Persistent Identifier | http://hdl.handle.net/10722/350166 |
ISSN | 2023 Impact Factor: 3.1 2023 SCImago Journal Rankings: 1.245 |
DC Field | Value | Language |
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dc.contributor.author | Li, Chunqi | - |
dc.contributor.author | Fryer, Luke K. | - |
dc.contributor.author | Chu, Samuel K.W. | - |
dc.date.accessioned | 2024-10-21T03:56:35Z | - |
dc.date.available | 2024-10-21T03:56:35Z | - |
dc.date.issued | 2024-05-26 | - |
dc.identifier.citation | Innovation in Language Learning and Teaching, 2024 | - |
dc.identifier.issn | 1750-1229 | - |
dc.identifier.uri | http://hdl.handle.net/10722/350166 | - |
dc.description.abstract | <p>Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted formative assessment (hereafter CAFA) separately and included diverse disciplines. Moreover, most relevant studies were found to be conducted in higher education and neglect younger learners. To address these gaps, this scoping review synthesised existing empirical studies to examine the implementation and effects of GFA for school-aged (preschool, primary and secondary school students) English language learners and to identify potential research avenues. This scoping review drew on 30 articles (35 interventions) from 2016 to 2023. The results indicated: (1) points and leaderboards were the most popular gamification elements in GFA; (2) immediate simple written feedback was the most common feedback type provided by GFA; (3) immediate GFA delivered through quizzes was beneficial to students’ academic performance in overall English language proficiency, vocabulary, and grammar; (4) GFA could enhance students’ learning satisfaction, motivation, and engagement. Despite the positive findings, it is important to note that some reviewed studies suffered from relatively weak methodology and theoretical foundations. Therefore, future theory-driven research utilising rigorous experimental and longitudinal methodology is needed to meaningfully extend the understanding towards the use of GFA for young English learners.</p> | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Innovation in Language Learning and Teaching | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | English language learning | - |
dc.subject | formative assessment | - |
dc.subject | Gamification | - |
dc.subject | school-aged learners | - |
dc.subject | scoping review | - |
dc.title | Utilising gamified formative assessment to support English language learning in schools: a scoping review | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/17501229.2024.2352789 | - |
dc.identifier.scopus | eid_2-s2.0-85194489470 | - |
dc.identifier.eissn | 1750-1237 | - |
dc.identifier.issnl | 1750-1229 | - |