Statement of intent literature review procedures and process

Table4. The criteria for assessing pupils’ speaking skills through paper based activities in the Pre-test stage

5 (excellent)	4 (good)	3 (satisfactory)	2 (bad)	1 (too bad)	0 (not done)
Only 2-3 incorrect answers	No more than 2-6 mistakes	Over 7-9 incorrect answers	Approximately 10-12 mistakes	13-14 incorrect answers	14-15 mistakes or all incorrect answers

Table5. The criteria for assessing pupils’ speaking skills through 2 or 3 minutes speech tasks in the Pre-test stage

№	Criteria for assessment:	Score
1	Easiness and comprehensiveness	3
2	Use a loud, clear speaking voice that can easily be heard by audience members, using pronunciation, intonation and stress.	3
3	Communication (interaction, turn-taking, eye contact, pal-prompting, use of silence fillers, gestures)	3
4	Demonstration of a reasonable solution/explanation	3
5	Time keeping	3
	TOTAL	15

Post-test. After practicing in two months with two group pupils’ speaking skills it was the time to check their developed final knowledge. As teaching pupils’ speaking skills in two ways, final post-tests were also prepared and conducted in two ways. Experimental group 4’A’ submitted the post-test examination with game technologies based method. For the next control group pupils there are prepared individual speaking cards. For example, they have to describe something, someone or any situation they‘d faced in 2 or 3 minutes. It is important to compare the post-test results with the pre-test ones and it is obvious and easy to highlight the development after comparison in percentage scoring.