Using Classcraft to Foster Iranian EFL Learners’ Writing Development through Gamified Collaborative Writing

Document Type : Research Paper

Authors

1 Department of English Language, Faculty of Human Sciences, University of Maragheh, Maragheh, Iran

2 English Language Department, Iran

10.22034/elt.2026.72131.2861

Abstract

This study examined the effects of gamified-collaborative, gamified, and collaborative writing instruction on Iranian EFL learners’ writing development using Classcraft. Ninety-six intermediate learners from four classes at a private language institute in Urmia were selected through convenience sampling and assigned to four groups: a Gamified–Collaborative Instruction Group (GCIG), a Gamified Instruction Group (GIG), a Collaborative Instruction Group (CIG), and a Control Group (CG). All participants completed a pretest to establish homogeneity in writing proficiency, assessed using an analytic writing rubric. The experimental groups received their treatments over 16 sessions, while the control group received traditional instruction. A writing posttest was administered at the end of the intervention. Quantitative data were analyzed through one-way ANOVA and paired-samples t-tests. The results indicated that all three instructional approaches significantly improved learners’ writing performance. However, the gamified–collaborative approach demonstrated the greatest effectiveness, followed by gamified instruction and collaborative instruction. These findings highlight the pedagogical value of integrating game-based elements and collaborative learning to enhance EFL writing outcomes. The study has certain implications for syllabus designers since it underscores Classcraft’s potential as a digital platform for fostering meaningful writing development among Iranian EFL learners.

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References

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