INTEGRATION OF THE WORDWALL SERVICE INTO THE EDUCATIONAL PROCESS: WAYS TO IMPROVE STUDENTS' GRAMMAR, VOCABULARY AND ORAL SPEECH.

Kismetova Galiya, Agniyazova Assem

doi:10.37238/2960-1371.2960-138X.2025.100(4).167

Kismetova Galiya, Agniyazova Assem М.Өтемісов атындағы БҚУ

DOI: https://doi.org/10.37238/2960-1371.2960-138X.2025.100(4).167

Keywords: Wordwall; digital pedagogy; retrieval practice; gamification; quasi-experiment; learning gains; delayed retention; feedback; CAF rubric; speaking skills; spaced practice; EFL context; motivation; student engagement.

Abstract

Digital platforms have become firmly embedded in school №7 practice, yet rigorous comparative evidence on their impact on adolescents’ language outcomes remains limited. This article presents a quasi-experimental study examining the effects of short interactive Wordwall micro-sessions on eighth-grade students’ mastery of grammar and vocabulary and the development of speaking skills. Fifty students (experimental group, EG = 25; control group, CG = 25) participated over eight weeks; both groups followed the same syllabus, while the experimental group systematically used Wordwall activities 3 times, 8–12 minutes per week. Assessment included pre-, post-, and delayed (retention) tests; speaking was rated using the CAF rubric (complexity, accuracy, fluency). By median Post–Pre gains, the experimental group outperformed the control: grammar—gain of +14 points (Post–Pre) versus +9 (out of 100); vocabulary—gain of +9 (out of 40) versus +6; speaking—gain of +5.0 (out of 30) versus +3.5. The share of students who surpassed the predefined thresholds of meaningful progress was also higher in the EG (grammar 76% vs. 40%; vocabulary 72% vs. 44%; speaking 64% vs. 36%). The paper discusses mechanisms of action (retrieval practice, gamification, ICAP), design limitations, and practical recommendations for integrating Wordwall into lessons.