Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts

Wu Yuin Hwang, Timothy K. Shih, Zhao Heng Ma, Rustam Shadiev, Shu Yu Chen

Research output: Contribution to journalArticlepeer-review

63 Scopus citations


Game-based learning activities that facilitate students' listening and speaking skills were designed in this study. To participate in learning activities, students in the control group used traditional methods, while students in the experimental group used a mobile system. In our study, we looked into the feasibility of mobile game-based learning activities. One experiment was carried out and the results revealed that the experimental-group students significantly outperformed the control-group students on the verbal post-test. However, the performance of the two groups was equal on the listening post-test. Two variables (the average score for the interactive jigsaw game and the number of designed cards) were found to be the most important factors for influencing students' performance in the verbal post-test. Furthermore, most students had positive perceptions toward learning activities that are supported by a mobile system. These results suggest that game-based learning activities can significantly improve students' speaking skills if driven by a mobile system. Furthermore, these results suggest that learning activities with a mobile system foster students to (1) practice speaking English as a foreign language (EFL) more frequently as well as to reflect on their speech; (2) create meaningful sentences and speak with greater accuracy and confidence; and (3) practice speaking EFL in an authentic context.

Original languageEnglish
Pages (from-to)639-657
Number of pages19
JournalComputer Assisted Language Learning
Issue number4
StatePublished - 18 May 2016


  • EFL listening and speaking
  • mobile game-based learning
  • situational context


Dive into the research topics of 'Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts'. Together they form a unique fingerprint.

Cite this