The effect of digital game-based group dynamic assessment on L2 pragmatic competence

This study explored EFL learners’ pragmatic competence and their perceptions following game-based group dynamic assessment (GDA). Sixty upper-intermediate learners were randomly assigned to experimental and control groups. All groups were instructed via a digital game called Trace Effects. The experimental groups participated in a cumulative GDA course by receiving mediation from the instructor, whereas the control group lacked synchronous feedback. In addition to identifying a typology of mediational moves for the experimental group using microgenetic analysis, ANCOVA was conducted to find possible differences between the control and experimental groups. The results showed that the experimental group improved their pragmalinguistic and sociopragmatic competencies, indicating their microgenetic development. Additionally, the experimental group’s attitudes on this experience were explored using follow-up interviews. Some themes emerged from the qualitative data analysis, including the perceived merits and demerits of the game-based GDA experience. The study’s findings may provide instructors and teacher educators with pedagogical insights. In particular, teacher education programs can provide instructors with the skills to incorporate game-based language learning, DA, and programs on implementing mediational moves in DA and GDA.