Fostering Formative Assessment in Face-to-Face EFL Classrooms: The Role of Wayground and ClassPoint at Tay Nguyen University
DOI:
https://doi.org/10.54855/ictep.261113Keywords:
Formative assessment, Wayground, Classpoint, face-to-face learning, EFL learnersAbstract
This paper aimed to investigate and analyze the influence of Wayground and ClassPoint on student engagement and motivation, to examine students’ attitudes toward these two tools, as well as to evaluate the support of immediate feedback so as to foster and enhance formative assessment practices in English as a Foreign Language (EFL) classrooms at Tay Nguyen University. The study utilized a theoretical framework of self-determination theory and formative assessment theory. A mixed-methods research design was employed, involving 325 EFL students divided into 2 groups: the experimental group (163 students) used both Wayground and ClassPoint, and the control group (162 students) persevered with paper methods. Data collection consisted of questionnaires and interviews. Descriptive statistics, the Mann-Whitney U test in SPSS, and thematic analysis were used in this paper. The study revealed that integrating Wayground and ClassPoint boosted student engagement and motivation. Students in the experimental group joined actively and demonstrated more enthusiasm for formative assessment than those in the control group. The quickness of feedback from these two tools also made evaluation more accurate and responsive. The research findings suggest some pedagogical implications for teachers in shaping their strategies of formative assessment. This study also showed some of its limitations.
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