Abstract
Digital platforms have become firmly embedded in the practice of School No. 7 in Uralsk, yet rigorous comparative evidence on their impact on adolescents’ language learning outcomes remains limited. The aim of the study is to experimentally assess the impact of using the Wordwall digital platform in the format of short interactive microsessions on the formation of grammatical and lexical skills, as well as the development of oral speech in eighth grade students, followed by justification of the effectiveness of integrating digital tools into the educational process based on a comparative analysis of the results of experimental and control groups. This article presents a quasiexperimental 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 six weeks (four weeks of instruction plus a delayed retention check two weeks later); 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); vocabulary—gain 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 for 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.