Utilizing Ludic Foreign Language Pedagogy at the Tertiary Level

This paper aims to draw attention to the utilization of ludic activities and their effectiveness in foreign language teaching, learning, and assessment at the tertiary level. It focuses on the description of the ludic language pedagogy and its characteristics. Representing valuable formative assessment instruments, game-based educational tools can be used in both traditional and blended teaching and learning contexts. This paper also explores how game-based assessment tools can be incorporated in the language classroom as beneficial instruments for more effective teaching practices, particularly in the online environment. The evaluation of the use of game-based assessment tools in different language classes shows how these tools can contribute to the achievement of learning goals and outcomes. The examples analyzed in this paper led to the conclusion that those students who actively participated in ludic assessment activities developed their language competence and content knowledge and also reinforced self-assessment skills. Moreover, the interplay of knowledge construction and the ludic design of learning activities and competitive elements made the whole learning process more motivating, engaging, and effective.