A MODEL OF FORMATIVE DIGITAL ASSESSMENT USING KAHOOT AND GIMKIT IN EFL CLASSROOMS

Abstract

The rapid digitalization of education has transformed assessment practices in foreign language classrooms, emphasizing the need for formative, learner-centered, and technology-enhanced assessment models. This study proposes and empirically validates a formative digital assessment model using Kahoot and Gimkit in English as a Foreign Language (EFL) classrooms. A quasi-experimental design was employed involving 214 undergraduate EFL students and 12 instructors at a higher education institution in Uzbekistan. The experimental group received formative assessment through Kahoot and Gimkit over one academic semester, while the control group was assessed using traditional paper-based methods. Data were collected using achievement tests, engagement surveys, and digital competence questionnaires. Statistical analysis revealed that students exposed to formative digital assessment demonstrated significantly higher achievement, motivation, and digital competence development compared to the control group (p < 0.001). The findings confirm that gamified formative assessment tools enhance feedback quality, learner engagement, and self-regulated learning in EFL instruction