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Article: Utilising gamified formative assessment to support English language learning in schools: a scoping review

TitleUtilising gamified formative assessment to support English language learning in schools: a scoping review
Authors
KeywordsEnglish language learning
formative assessment
Gamification
school-aged learners
scoping review
Issue Date26-May-2024
PublisherTaylor 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 Identifierhttp://hdl.handle.net/10722/350166
ISSN
2023 Impact Factor: 3.1
2023 SCImago Journal Rankings: 1.245

 

DC FieldValueLanguage
dc.contributor.authorLi, Chunqi-
dc.contributor.authorFryer, Luke K.-
dc.contributor.authorChu, Samuel K.W.-
dc.date.accessioned2024-10-21T03:56:35Z-
dc.date.available2024-10-21T03:56:35Z-
dc.date.issued2024-05-26-
dc.identifier.citationInnovation in Language Learning and Teaching, 2024-
dc.identifier.issn1750-1229-
dc.identifier.urihttp://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.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofInnovation in Language Learning and Teaching-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectEnglish language learning-
dc.subjectformative assessment-
dc.subjectGamification-
dc.subjectschool-aged learners-
dc.subjectscoping review-
dc.titleUtilising gamified formative assessment to support English language learning in schools: a scoping review-
dc.typeArticle-
dc.identifier.doi10.1080/17501229.2024.2352789-
dc.identifier.scopuseid_2-s2.0-85194489470-
dc.identifier.eissn1750-1237-
dc.identifier.issnl1750-1229-

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