Game category
Master English structures through noticing, transformation and error analysis instead of rote rules.
Choose the word that fits the context. A text with a highlighted gap and four candidate words. The learner picks the one that fits both grammatically and semantically. Choosing words in context builds usable vocabulary far better than isolated lists.
Research basis: Based on the cloze test and the grammar of expectancy (Taylor, 1953; Oller, 1979).
Put the missing words back in place. Put the missing words back into the text.
Two buttons, one honest verdict. A statement about a text, an audio clip or a topic — and two big buttons: true or false. Simple on the surface, it trains careful reading and resistance to convincing traps.
Research basis: Develops critical reading and verification against the source text.
One sentence, many forms. The learner rewrites a given sentence according to an instruction: make it negative, a question, passive, change the tense. The AI evaluates the open answer and explains what changed structurally.
Research basis: Based on construction grammar: mastering form-meaning pairings through manipulation (Goldberg, 2006).
The mistake is hiding in plain sight. The text contains one to three planted errors; the learner taps exactly the wrong word or phrase. Finding errors in an otherwise correct text is one of the strongest ways to sharpen grammatical intuition.
Research basis: Based on the noticing hypothesis and negative-evidence research (Schmidt, 1990; White, 1991).
Tap scrambled words into a perfect sentence. Scrambled words wait at the bottom of the screen; the learner taps them in order to build a sentence. Each word is spoken on tap and the whole sentence is read aloud after assembly — grammar and listening in one move.
Research basis: Combines the output hypothesis with the noticing hypothesis: assembling sentences forces attention to form.
Build a sentence from the word bank. Build a correct sentence by tapping words from the bank below.
Give the sentence its breath back. A sentence appears with no punctuation at all. The learner taps the gaps between words and chooses a comma, full stop, question mark, dash — or nothing. Punctuation becomes audible, not arbitrary.
Research basis: Treats punctuation as visual prosody — the written trace of speech rhythm (Chafe, 1988).
A, an, the or nothing — decide fast. A text scrolls across the screen and the learner quickly picks a, an, the or no article for each highlighted gap. Speed turns conscious rules into reflexes.
Research basis: Targets article acquisition, a leading difficulty for speakers of article-less or single-article languages (Master, 1990).
Find the ending that really fits. A sentence start and four possible endings; only one is right both grammatically and logically. Trains the learner to track structure and meaning to the very end of the sentence.
Research basis: A completion format with a strong psychometric basis (Taylor, 1953).
Twelve English tenses, one clear head. A sentence with a missing verb: the learner picks or types the correct tense form, guided by time markers and narrative context. Especially powerful for speakers of languages with only three tenses.
Research basis: Applies skill-acquisition theory — from explicit rule to automatic use (DeKeyser, 1998); addresses the three-tense difficulty of Hebrew and Russian.
Active or passive? Let the context decide. The learner rewrites active sentences as passive and vice versa, with context hinting which structure fits. The AI checks the open answer and explains agent, object and emphasis.
Research basis: Grounded in systemic-functional linguistics: the passive as a choice of meaning, not a mechanical rule (Halliday).
Your mistakes have a pattern — decode it. Each learner error is analysed and classified: spelling, sound, word form, word order or transfer from the first language. Over time a personal error profile is built, and practice aims exactly where it's needed.
Research basis: Based on diagnostic-assessment research in EFL (Kahn-Horwitz & Goldstein, Oranim College).
Every word has a drawer — find it. Words and phrases are sorted into the right categories: countable or uncountable, formal or informal, past or present. Sorting forces the learner to think about why a form belongs where it does.
Research basis: Sorting tasks build explicit pattern awareness; rooted in discourse and cohesion research (Halliday & Hasan, 1976).
No options to hide behind — type it yourself. A word or phrase appears in the learner's language (or in English) and the learner types the translation or the required form. Producing the word from memory, letter by letter, is harder than recognition — which is exactly why it works.
Research basis: Productive retrieval plus the output hypothesis: producing language exposes gaps and strengthens memory.
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