TY - JOUR
T1 - Utilising gamified formative assessment to support English language learning in schools
T2 - a scoping review
AU - Li, Chunqi
AU - Fryer, Luke K.
AU - Chu, Samuel K.W.
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - 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.
AB - 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.
KW - English language learning
KW - formative assessment
KW - Gamification
KW - school-aged learners
KW - scoping review
UR - http://www.scopus.com/inward/record.url?scp=85194489470&partnerID=8YFLogxK
U2 - 10.1080/17501229.2024.2352789
DO - 10.1080/17501229.2024.2352789
M3 - Article
AN - SCOPUS:85194489470
SN - 1750-1229
JO - Innovation in Language Learning and Teaching
JF - Innovation in Language Learning and Teaching
ER -