Speaker
Description
This study investigates the effectiveness of gamified storytelling tasks in enhancing long-turn speaking performance and discourse coherence among Taiwanese high school learners of English as a Foreign Language (EFL). Grounded in constructivist pedagogy, the research explores how gamification, when integrated with prompt-based narrative activities, supports learners in producing extended and logically structured spoken responses. A quasi-experimental pre- and post-test control group design was employed with 10th-grade students (n = 79) from a private high school in Taiwan. The experimental group participated in a six-week intervention consisting of weekly gamified storytelling activities. These tasks were systematically designed based on task-based learning principles and gamification theory, incorporating time-limited speech, random image prompts, coherence-focused point systems, and peer-based evaluation to scaffold extended oral production. The control group received traditional teacher-led speaking instruction without gamified elements. Data were collected through audio-recorded speaking tasks and evaluated using CEFR-based rating scales, focusing specifically on coherence and cohesion. Supplementary classroom observations and student feedback surveys were analysed to triangulate findings. Results indicate that students in the experimental group demonstrated statistically significant improvement in the organisation of their long-turn speaking, particularly in their use of discourse markers, sequencing language, and topic development. Additionally, students reported increased engagement and greater confidence in producing extended oral output. These findings support the use of gamified narrative-based instruction as an effective pedagogical strategy for developing discourse-level speaking competence in secondary EFL education.
Keywords: EFL speaking proficiency, long-turn speaking, coherence and cohesion, gamified storytelling, constructivist pedagogy, secondary education
Biography
Loi Phat-Hau from Tunghai University, Taiwan, is a researcher and educator specialising in translation studies, multicultural education, and foreign language teaching. His expertise includes cooperative learning, active learning strategies, and technology integration in language education.
