The Impact of Gamification on Kurdish EFL Learners in Terms of Motivation, Engagement, and Listening Comprehension Skills

Abstract

Listening is one of the most difficult and frequently overlooked skills in EFL classes, especially in the Kurdistan region of Iraq (KRI). The innovative assessment practice in such regions remained underutilised. This study examined the impact of gamified formative assessment on Kurdish EFL students’ listening comprehension, motivation, and classroom engagement. Furthermore, it aimed to evaluate students' and teachers’ perceptions of the educational value of gamified assessment and its application in language learning. This study adopted a mixed-methods approach, using a quasi-experimental test with interviews. Moreover, Kahoot was used as a gamification assessment tool in the experimental group, while the control group utilised traditional method protocols. 

The quantitative findings demonstrated that although the post-test comparison between the two groups was not statistically significant, the experimental group achieved higher listening comprehension scores than the control group. These qualitative results indicated that students perceived gamified assessments with confidence, a great sense of autonomy, peer collaboration, and enjoyment. Teachers’ responses also corresponded to these advantages, emphasising observable improvements in students’ engagement, reductions in anxiety, and the pedagogical benefits of real-time feedback. This research provides insights for teachers and policymakers about the potential and limitations of gamified assessment and its application in language learning settings.