Gamified Mobile-Assisted Formative Assessment for Reviving Undergraduate Learners' Overall Language Proficiency: A Quasi-Experimental Study

Autor/inn/en	Yassin, Baderaddin; Abugohar, Mohammed Abdulgalil
Titel	Gamified Mobile-Assisted Formative Assessment for Reviving Undergraduate Learners' Overall Language Proficiency: A Quasi-Experimental Study
Quelle	In: Teaching English with Technology, 22 (2022) 2, S.69-89 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Gamification; Computer Assisted Instruction; Handheld Devices; Second Language Learning; Computer Assisted Testing; Language Tests; Formative Evaluation; Language Proficiency; Listening; Vocabulary; Grammar; Undergraduate Students; Placement Tests; English (Second Language); Foreign Countries; Adult Learning; Arabs; Computer Oriented Programs; Pretests Posttests; Scores; Outcomes of Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Hörvorgang; Zuhören; Wortschatz; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Adulte education; Adult training; Erwachsenenbildung; Arab; Araber; Computerprogramm; Lernleistung; Schulerfolg; Saudi-Arabien
Abstract	The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students' mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot! and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students' overall language proficiency. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01