Abstract
The introduction of mobile-assisted game applications in education offers significant opportunities, especially in language learning, to enhance learning and teaching. Despite considerable attention from educators globally, there remains a lack of empirical evidence regarding the adoption and utilization of mobile-assisted game applications for assessing EFL students’ English language skills. This study aims to fill this gap by conducting an online quantitative survey among 55 EFL teachers in Georgia. The primary objective is to investigate teachers' roles in leveraging mobile-assisted game applications for assessing students’ English language skills. Findings indicate that teachers recognize the importance of using these applications to provide immediate feedback, enhance motivation, increase engagement, and reduce student anxiety during assessments. For effective implementation, the study emphasizes the need for teacher support through workshops and skill development.
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