VietTESOL International Convention 2026

This study investigated pre-service EFL teachers’ beliefs and practices regarding gamified digital assessment during their teaching practicum. Grounded in the TPACK framework and formative assessment theory, the study explored teachers’ beliefs about the effectiveness and pedagogical value of gamified digital assessment, as well as the factors influencing its implementation in EFL classrooms. Using a purposive sampling technique, 85 English language teacher education students at a northern Vietnamese university participated in the study. Data were collected through a questionnaire, semi-structured interviews, and classroom observations; these were analyzed using descriptive statistics and thematic analysis. The findings revealed that participants generally held positive beliefs about the effectiveness of gamified digital assessment in enhancing learner engagement, motivation, and formative feedback. However, a noticeable gap emerged between these positive beliefs and actual classroom implementation during the practicum, with gamified assessment often being used only for limited formative activities. The study further identified several factors influencing implementation, including technological infrastructure, mentor teacher expectations, institutional requirements, and pre-service teachers’ TPACK self-efficacy levels. These factors either facilitated or constrained the translation of positive beliefs into classroom practice. The findings also highlighted a strong need for more structured, technology-integrated training to help pre-service teachers bridge the gap between pedagogical beliefs and effective implementation. By examining beliefs, practices, and influencing factors simultaneously, this study contributes to a deeper understanding of gamified digital assessment in Vietnamese EFL teacher education and offers practical implications for teacher preparation programs seeking to strengthen digital assessment competence during teaching practicum.
Keywords: Gamified Digital Assessment, Pre-service EFL Teachers, TPACK, Teacher Beliefs, Belief-Practice Dissonance.