Bulletin WKU

Annotation.Digital platforms have become firmly embedded in school №7 practice, yet rigorous comparative evidence on their impact on adolescents' language outcomes remains limited.This article presents a quasi-experimental study examining the effects of short interactive Wordwall micro-sessions on eighth-grade students' mastery of grammar and vocabulary and the development of speaking skills.Fifty students (experimental group, EG = 25; control group, CG = 25) participated over eight weeks; both groups followed the same syllabus, while the experimental group systematically used Wordwall activities 3 times, 8-12 minutes per week.Assessment included pre-, post-, and delayed (retention) tests; speaking was rated using the CAF rubric (complexity, accuracy, fluency).By median Post-Pre gains, the experimental group outperformed the control: grammar-gain of +14 points (Post-Pre) versus +9 (out of 100); vocabularygain of +9 (out of 40) versus +6; speaking-gain of +5.0 (out of 30) versus +3.5.The share of students who surpassed the predefined thresholds of meaningful progress was also higher in the EG (grammar 76% vs. 40%; vocabulary 72% vs. 44%; speaking 64% vs. 36%).The paper discusses mechanisms of action (retrieval practice, gamification, ICAP), design limitations, and practical recommendations for integrating Wordwall into lessons.