THE ROLE OF GAMIFIED SELF-ASSESSMENT RUBRICS IN TASK-BASED SPEAKING ACTIVITIES
Keywords:
task-based learning, gamification, self-assessment, speaking skills, rubric, reflection, communicative competence, learner autonomy, EFL, feedback.Abstract
This article examines the methodological role of gamified self-assessment rubrics in task-based speaking activities. It explores how the integration of gamification, self-assessment, and task-based language teaching can enhance students’ speaking performance, reflective awareness, learner autonomy, and communicative competence in EFL classrooms. The article proposes a practical rubric model based on levels, badges, reflection points, and performance descriptors.
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