The effects of using quizalize to give corrective feedback in teaching english grammar ma

VIETNAM NATIONAL UNIVERSITY—HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF USING QUIZALIZE TO GIVE CORRECTIVE FEEDBACK IN TEACHING ENGLISH GRAMMAR A thesis submitted to the Faculty of English Linguistics & Literature By TA THI XUAN THANH Supervised by TRAN THI MINH PHUONG, Ph.D HO CHI MINH CITY, JULY 2022 ABSTRACT The rapid development of technology has resulted in its presence in many classrooms Over time, it has proven to be useful and convenient, especially in saving labor A simple search will show hundreds, or even thousands, of language learning websites with eye-catching interface and engaging activities that teachers can make use of in the classrooms Although there are go-to websites that are used by most teachers, it is also interesting to be bold once in a while and give the new ones a try Quizalize is one such website that provides really helpful and thorough analysis of learners’ work that teachers can use for feedback For that reason, this current research sets out to examine Quizalize’s effects on learners when used to give feedback in grammar lesson to see whether it can leave a good impression on learners and improve their grammatical competence The study was conducted with teenagers as participants, seeing that these young learners are the best candidates for trying out a new technological tool Data was collected through a set of pre-test and post-test, questionnaire and group interview Research analysis revealed that the participants’ test results improved significantly after using Quizalize for feedback Although some concerns were raised about the simple design and limited activities of the website, the overall attitude was still positive and most learners supported the use of Quizalize in future lessons TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Scope and limitation of the study 1.4 Significance of the study CHAPTER LITERATURE REVIEW 2.1 Using corrective feedback in teaching grammar 2.2 Using Quizalize in language teaching 2.2.1 Using technology in language teaching 2.2.2 Using Quizalize in language teaching 10 2.2.2.1 What is Quizalize? 10 2.2.2.2 Functions of Quizalize 10 2.3 Role of the study 13 CHAPTER METHODOLOGY 15 3.1 Research design 15 3.2 Research site and participants 16 3.3 Research instruments 20 3.3.1 Pre-tests and post-tests 20 3.3.2 Questionnaire and group interview 22 3.4 Data collecting procedure 23 3.5 Data analysis scheme 26 3.5.1 Analyzing pre-test and post-test data 26 3.5.2 Analyzing questionnaire and group interview data 28 CHAPTER RESULTS AND FINDINGS 29 4.1 Results related to learners’ change in grammatical competence after using Quizalize 29 4.2 Findings related to learners’ attitudes towards receiving feedback through Quizalize 32 4.2.1 Learners’ attitudes towards Quizalize 32 4.2.2 Learners’ attitudes towards their performance 38 CHAPTER DISCUSSION AND CONCLUSION 45 5.1 Discussion 45 5.2 Recommendations 46 5.3 Limitations 47 5.4 Conclusion 48 REFERENCES 49 APPENDICES 53 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Table 1.1 Types of corrective feedback and their characteristics (adapted from Lyster & Ranta, as cited in Sauro, 2009) Table 3.1 Research Process for Experimental group and Control group 16 Table 3.2 Participants’ characteristics 18 Table 3.3 Learners’ technological experience and habits 19 Table 3.4 Format of the pre-test and post-test 21 Table 4.1 Pre-test and post-test scores of the two groups 29 Table 4.2 Mean comparison between the pre-test results of the two groups 29 Table 4.3 Mean comparisons between the pre-test and post-test results within each groups 30 Table 4.4 Mean comparisons between the post-test results of the two groups 31 Table 4.5 Learners attitude towards Quizalize (questionnaire) 33 Table 4.6 Learners attitude towards Quizalize (group interview) 34 Table 4.7 Learners’ attitude towards their performance (questionnaire) 39 Table 4.8 Learners attitude towards their performance (group interview) 40 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF FIGURES Figure 1.1 Quizalize’s main result analysis 11 Figure 3.1 Research procedure 24 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER INTRODUCTION In this chapter, background information on the study is presented This includes the context of this research as well as the researcher’s personal motivation which led to this study and what it aims to achieve 1.1 Background to the study Learning can happen under many circumstances, not exclusively when we are taught something In learning languages, we learn when we are introduced new things, when we are given instructions and explanations that can help us understand and reproduce in the future However, no one can learn just from reading rules, learners need to go through a lot of practicing and polishing to make them truly fluent As learners practice what they learned, making mistakes is inevitable However, with their limited ability, learners cannot judge their own performance with certainty or justice (Ibrahim, MacPhail, Chadwick, & Jeffcott, 2014) What they need is convenient and appropriate feedback to help them realize their own mistakes so that they can make adjustments later Teachers’ duty is to know what and where learners need help with so that they can provide feedback appropriately, thus the need for regular assessment Both types of assessment, either summative or formative, are both beneficial, and we can base on our purpose to choose which one to use Summative assessment usually comes at some important point or at the end of the course in the form of a midterm or final test This plays the role of a formal assessment which gives teachers proof on how well learners understand what they learned We also have formative assessment which can take place in every lesson Teachers can use different strategies to check for learners’ understanding or simply analyze their work Based on their performance during practicing, teachers can offer useful feedback to promote student learning (Irons, 2008) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an In order to be most effective, feedback should be constructive, and not judgmental (Chappuis & Stiggins, 2002) Black and Wiliam (2010) suggest that the point of giving feedback to learners should be to help them improve their work in particular areas without comparing it to other peers In cases where teachers cannot provide individual feedback to learners, comments can be given to the whole class while the anonymity of the mistake-maker is still maintained In modern classrooms, technological tools have been widely applied due to the benefits that they offer to both teachers and students (Sarıca & Çavuş, 2009) For learners, they can get results and comments instantly as they practice, which can save teachers a lot of time for individual assistance At the same time, it encourages learner autonomy as it puts more control into learner’s hands For teachers, these online tools can synthesize and produce an analysis of learners’ performance in real time which they can use as reference for feedback As an online learning website, Quizalize also provides an interactive environment for teachers and learners Among its functions, the report feedback especially stands out because it provides thorough analysis of not only the learners’ performance but also their progress throughout the course Using this data, teachers can help each individual learner better and more effectively 1.2 Aims of the study This study aims to assess the effects of using Quizalize to give corrective feedback, especially in teaching grammar, to EFL learners by:  determining how using Quizalize to give corrective feedback can enhance learners’ grammatical competence; and  investigating learners’ attitudes towards receiving corrective feedback through Quizalize Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an In order to achieve the research aims, this study is guided by two research questions: How does using Quizalize to give corrective feedback improve EFL learners’ grammatical competence? What are learners’ attitudes towards receiving feedback through Quizalize? 1.3 Scope and limitation of the study The participants in this study were 37 EFL (English as a Foreign Language) learners in two separate classes Thus, the results cannot be generalized to represent for a large population However, the results and conclusions drawn from this research can provide a glimpse into a specific application of technology in teaching grammar Other researchers can use this as reference for further academic practices as well The researcher also acknowledges the fact that the pre-test and post-test results can be affected by many extraneous factors Students’ prior knowledge, their own effort during the researching period or even luck can affect the validity of the study These are the elements that the researcher has no control over and accept as is 1.4 Significance of the study By conducting this study, the researcher can examine the effects of technological applications on both learner performance and learning experience While learners can benefit from an alternative method of providing feedback compared to what is normally done, teachers can use the results as reference for future classroom practice Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER LITERATURE REVIEW Chapter will review the key issues concerning the matter being discussed, evaluating major findings and points of views as well as addressing the research gap which the researcher aims to fill 2.1 Using corrective feedback in teaching grammar Grammar is one of the key concepts in English teaching and learning As defined by Canale and Swain (1980), grammar is a set of rules that describe a language’s structure and how words and phrases can be combined to make sentences in that language Many will agree that the purpose of language is to facilitate communication, and in order to communicate effectively, grammatical competence is essential To improve that, learners need external input which can come from the explicit teaching session of grammatical rules (O’Neill & Russell, 2019) However, learning through input alone may be difficult for forms that are rare or hard to notice (Suaro, 2009) In such cases, corrective feedback can be used to help learners realize the contrast between their own language output and the target production Corrective feedback can go by different names, e.g error correction or negative evidence (Karim & Nassaji, 2013) In language learning, corrective feedback refers to the instructor’s reactions to a learner’s mistake, either verbal or nonverbal, implicit or explicit The use of corrective feedback in second language acquisition (SLA) has long been established Constructive feedback can serve as a crucial tool to the process of teaching and learning (Al-Hattami, 2019) In fact, frequent practice and timely feedback can enhance learners’ motivation, seeing that the more they spend time on a subject, the more invested and engaged they become (Marriott, 2009) A study by Russell and Spada (2006) indicates that corrective feedback has a substantial effect and suggests that the benefits are durable Receiving quality and formative feedback can also allow learners to rate their Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an help with those questions and just provide feedback for the wrong ones With Quizalize, however, all the questions and results are shown on the screen, and everyone will receive feedback equally If any learners got the correct answer without fully understand the reasons behind, they can still get the feedback just like any other learner This is also a great chance for teacher to go over and emphasize what they want learners to remember To help teachers determine what areas these learners need help with, they can look at the number of learners who answer incorrectly for each question to identify the difficult questions and focus more on those One useful feature that Quizalize offers is the chance for learners to see how everyone else in the class perform (Statement 12) while remaining anonymous (Statement 11) Because the learners’ results were compiled and shown in the analysis without revealing learners’ names, they could see how well the others did the exercises and compared with their own results While the anonymity function was taken for granted by top learners, the weaker ones all shared that it made them less conscious about other peers seeing them make mistakes and thus were able to be more confident when answering the questions Seeing their place in the class and how well their peers had performed also served as a motivation for them Some even jokingly admitted that they felt better seeing that they were not the only ones making a certain mistake and that seeing other friends being wrong as well made them feel less upset about the mistake For follow-up activities, those that are more on the rewarding side (e.g short YouTube clips) were more welcomed while quite many of them complained about having to more exercises because they made too many mistakes (Statement 13) Similarly, not many of them chose to further revision on Quizalize at home (Statement 14) The reasons are similar to those discussed before, learners often prefer to review with their books, and their time online is mostly spent on recreational activities 43 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an All in all, although some learners suggested that they want to try out other tools as well rather than sticking with just one tool, the majority (85%) wanted or were willing to use Quizalize in future lessons 44 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER DISCUSSION AND CONCLUSION 5.1 Discussion This study was carried out to examine the effects of using Quizalize to provide feedback to learners in grammar lessons by answering two questions: How does using Quizalize to give corrective feedback improve EFL learners’ grammatical competence? What are learners’ attitudes towards receiving feedback through Quizalize? Based on the findings presented in the previous chapter, it can be concluded that Quizalize, as an online learning website, can affect learners’ grammatical competence when used in the feedback stage, and the effect is a positive one When comparing the two groups’ pre-test and post-test results, the post-test scores in both group were higher than the pre-test scores, indicating that the teaching period was a success and learners’ grammatical competence was improved Furthermore, by calculating using SPSS Statistics 26, it was proved that the experimental group’s mean score was significantly higher than that of the control group This implies that the use of Quizalize in the experimental group was helpful in boosting their understanding and performance Upon further investigation, it can be seen that out of all the participants, weaker learners are the ones to benefit the most At the start of the course when all learners had to the pre-tests, learners with higher language competence were able to get relatively high scores, leaving them only a few points short of a perfect score This accounts for their results for the post-test, which improved only 0.5-1.5 points On the other hand, weak learners who could hardly remember what they had learned before got rather low scores for the pre-test By the end, some of them even got their post-test results to raise up to 2-3 points The fact that they can obtain this result is because participants were given more practice and help in the experimental group In the control group with the traditional teaching method, the teacher did not 45 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an have enough time to help each learner individually As they were doing their exercises in their own books, weak learners felt afraid to write down their answers for fear of making mistakes and leaving wrong answers on paper As a result, some might decide to ask for the teacher’s help while others just left the questions unanswered to wait for the correction In the experimental class, however, learners got to use Quizalize for their grammar practice Without the fear of being wrong, they could practice trial and error until they got the correct answers Concerning learners’ experience with Quizalize, their attitudes were overall positive Since all of the participants in this study are teenagers, switching the method for practicing and receiving feedback from traditional to online created more enthusiasm for them Most participants agreed that the biggest advantage of Quizalize is the anonymity function when showing the results for feedback The website only displays the number of participants who got the right or wrong answers for each question, thus helping teachers to be able to focus on questions that most learners struggle with Additionally, teachers can still check the names privately to know who needs help without revealing to the whole class 5.2 Recommendations When using Quizalize, teachers should be aware of the most suitable usage and learner type for each different kind of activity to make the most of it Individual game is best if teachers want learners to have a lot of practice With this mode of practice, learners can progress at their own pace and practice the hard questions over and over again until they can get them right In the final analysis report, neither the learners’ names or their scores are shown This design is very thoughtful, seeing that grades should not be given during the self-assessment process to avoid distraction (Taras, 2003) It allows learners to focus on the work rather than worrying whether they get good grades or not, or about their ranking in the class As the ―fear‖ factor is eliminated, learners will feel more at ease to explore and will 46 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an not be afraid to make mistakes, thus showing their actual ability and creating a chance for teachers to help them with feedback later If the purpose is to create a little competition among learners, team game is the way to go However, because learners are put into teams, their names are shown on the screen to indicate which team they are on To create more excitement for the competition, each player’s progress is also on display in real-time This game mode is ideal for classes where learners’ levels are roughly the same so no player would be significantly lagged behind When compared with other online learning websites, Quizalize can be said to be very suitable for certain uses The website’s main focus is on giving users a platform to practice English without creating too much distractions The site offers very simple and straightforward designs to present exercises This is very useful for teachers who expect to find an online platform for learners to practice and receive instant results without them getting lost in the games because the gaming elements overshadow the real purpose However, this is also Quizalize’s drawback While its simple games might suit the teachers’ purpose, it can appear dry or even boring to learners, especially young learners who love to have fun while learning Therefore, teachers need to consider their target learners’ characteristics to choose the appropriate tool 5.3 Limitations Although this study was a success with this group of participants, there were some limitations that need addressing Firstly, this research about using Quizalize to give corrective feedback was conducted within two regular classes only With such a small sample size, the findings cannot be generalized to a large population Secondly, there was also a lack of repeated experiments to test for the consistence of the effects across different groups The current study was lucky enough to obtain participants of roughly the same personal characteristics and backgrounds However, 47 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an such ideal situation is not common and under other circumstances with a more diverse group of participants, results could vary Thirdly, owning to the small scale of the research as well as time restriction, other variances that could have affected the post-test results like individual learner’s personal practice or situational reasons were not accounted for as well Finally, although for this group of young learners, the application of technological tools is mostly enjoyable and encouraging, researches on older groups of language learners might not yield similar positive results All in all, this study is best treated as a small-scale experiment to be used for reference Further application concerning the same matter should be treated with caution and appropriate adjustments 5.4 Conclusion This study concluded with positive answers for both research questions Quizalize, as an online learning tool, was successful in improving learners’ grammatical competence when used during the feedback stage As for learners, most of them could see the benefit of this website and wished to use it permanently in their future lessons, although certain issues could have been improved to make it more engaging Although this research was conducted on a small scale and was mainly for personal use, other researchers can use it as reference for learners’ preference when applying online tools to class to help select appropriate tools Those who are interested in Quizalize can also examine the website’s other functions or discover a way to incorporate it with other tools to make the most of it 48 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES Al-Hattami, A A (2019) The Perception of Students and Faculty Staff on the Role of Constructive Feedback International Journal of Instruction, 12(1), 885894 Azmi, N (2017) The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges, Journal of Educational and Social Research, 7(1), 111-118 doi:10.5901/jesr.2017.v7n1p111 Black, P., & Wiliam, D (2010) Inside the Black Box: Raising Standards through Classroom Assessment Phi Delta Kappan, 92(1), 81-90 doi:10.1177/003172171009200119 Canale, M., & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1(3), 1-47 Carless, D., & Boud, D (2018) The development of student feedback literacy: enabling uptake of feedback Assessment & Evaluation in Higher Education, 43(8), 1315-1325 Cavaleri, M R., & Dianati, S (2016) You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students Journal of Academic Language and Learning, 10(1), A223-A236 Challis, D (2005) Committing to quality learning through adaptive online assessment Assessment & Evaluation in Higher Education, 30(5), 519-527 Chappuis, S., & Stiggins, R J (2002) Classroom assessment for learning Educational leadership, 60(1), 40-44 Chaudron, C (1988) Second language classrooms: Research on teaching and learning Cambridge, UK: Cambridge University Press 49 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Creswell, J W (2012) Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.) Boston: Pearson Dikli, S (2010) The nature of automated essay scoring feedback Calico Journal, 28(1), 99-134 Dror, I E (2008) Technology enhanced learning: The good, the bad, and the ugly Pragmatics & Cognition, 16(2), 215-223 Ellis, R (2009) Corrective feedback and teacher development L2 Journal, 1(1) Erarslan, A., & Topkaya, E Z (2017) EFL students attitudes towards e-learning and effect of an online course on students success in English The Literacy Trek, 3(2), 80-101 Fitriyah, I., & Jannah, M (2021) Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers' Perceptions Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265-284 Hoang, G T L., & Kunnan, A J (2016) Automated essay evaluation for English language learners: A case study of MY Access Language Assessment Quarterly, 13(4), 359-376 Ibabe, I., & Jauregizar, J (2010) Online self-assessment with feedback and metacognitive knowledge Higher Education, 59(2), 243-258 Ibrahim, J.; MacPhail, A.; Chadwick, L.; Jeffcott, S Interns’ perceptions of performance feedback Med Educ 2014, 48, 417–429 Irons, A (2008) Enhancing learning through formative assessment and feedback NY: Routledge Karim, K., & Nassaji, H (2013) The role of corrective feedback in second language writing Iranian Journal of Language Teaching Research, 1(1), 117-134 50 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Louis, R S (2006) Helping students become autonomous learners: can technology help? Teaching English with Technology, 6(3) Lyster, R., & Ranta, L (1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms Studies in Second Language Acquisition, 19, 37-66 Mackey, A., & Goo, J (2007) Interaction research in SLA: A meta-analysis and research synthesis In A Mackey (Ed.), Conversational interaction in SLA: A collection of empirical studies (pp 408–452) New York: Oxford University Press Marriott, P (2009) Students' evaluation of the use of online summative assessment on an undergraduate financial accounting module British Journal of Educational Technology, 40(2), 237-254 Norris, J., & Ortega, L (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis Language Learning, 50, 417–528 OECD (2005) Formative assessment: Improving learning in secondary classrooms Paris: OECD Publishing O’Neill, R., & Russell, A (2019) Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly Australasian Journal of Educational Technology, 35(1) Panova, I., & Lyster, R (2002) Patterns of corrective feedback and uptake in an adult ESL classroom TESOL Quarterly, 36(4), 573-595 Passey, D., Rogers, C., Machell, J., McHugh, G., & Allaway, D (2004) The motivational effect of ICT on pupils Department of Educational Research 51 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Phan, T T N., & Dang, L T T (2017) Teacher readiness for online teaching: A critical review International Journal Open Distance E-Learn IJODeL, 3(1), 1-16 Russell, J & Spada, N (2006) The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research In Norris, J M & Ortega, L (Eds.), Synthesizing Research on Language Learning and Teaching (pp 133-164) Amsterdam: John Benjamins Publishing Company Sarıca, G N., & Çavuş, N (2009) New trends in 21st century English learning Procedia Social and Behavioral Sciences, 1(1), 439-445 Sauro, S (2009) Computer-Mediated Corrective Feedback and the Development of L2 Grammar Language Learning and Technology, 13, 96-120 Schmidt, R (2001) Attention In P Robinson (Ed.), Cognition and second language instruction (pp 3-32) Cambridge: Cambridge University Press Taras, M (2003) To feedback or not to feedback in student selfassessment Assessment & Evaluation in Higher Education, 28(5), 549-565 Tookoian, J (2017) Formative Assessment: What is it? Retrieved August 25, 2019, from https://edulastic.com/blog/2017/07/14/formative-assessment/ 52 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDICES APPENDIX A PRE-TEST A Complete the sentences and questions Use the correct form of the verbs in brackets Sandy _ (play) basketball with her friends last Saturday We _ (watch) a film on TV when we heard a noise If Martin _ (not know) about the party, will you tell him about it? Ruth _ (study) hard next weekend because she wants to well in the exam Your room is a mess, but we _ (help) you to tidy it I _ (be) really anxious when I was waiting for my exam results Davina and Harry (marry) at the end of this month – here’s the invitation Mum made breakfast for everyone while we _ (sleep) Kelly _ (not forget) your birthday − she always remembers things like that 10 You look really tired! I _ (carry) that bag for you B Choose the correct answers to complete the dialogue Sam I don’t think we (1) _ eat in this restaurant – it looks dirty! John I agree, and there aren’t (2) _ people inside Sam It isn’t (3) _ place in town, either John No I think there are (4) _ restaurants than this near the river 53 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Sam But that’s quite far away, and we haven’t got (5) _ time John It’s OK Mum says we (6) _ be home early because it’s the weekend Sam OK, but why don’t we walk (7) _ the city center first and see if there’s anywhere nice to eat there? John Good idea! It’s not as (8) _ as the river Sam Come on then! If we don’t hurry, (9) _ I’m starving! John Me too − I’m (10) _ hungry to think! A would B should C must A many B much C some A the cheap B the cheaper C the cheapest A good B better C best A a few B a little C a lot of A needn’t B have to C mustn’t A inside B down C through A far B further C furthest A I died B I die C I’ll die 10 A enough B too C more POST-TEST A Complete the sentences and questions Use the correct form of the verbs in brackets James _ (buy) a new CD last weekend We _ (do) our homework when Dan arrived Don’t run on that icy pavement – you _ (fall) and hurt yourself! My sister _ (not see) the documentary on TV last night 54 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an I _ (give) you some money if you don’t have enough to pay for the tickets My friends and I _ (meet) the teacher at p.m to discuss our class project You look tired – sit down and I _ (make) you a cup of tea Grandad phoned while we _ (have) dinner If we _ (not have) enough milk, will you get some later? 10 Dan wants to get a job in finance, so he _ (study) math when he goes to university B Choose the correct answers to complete the dialogue Jen (1) _ you like to come to my house and watch a film after school? Bella OK, but I (2) _ be home late because it's a school day tomorrow Have you got a lot of DVDs, then? Jen No, I haven’t got (3) _ DVDs Do you know Benny and June’s Holiday? My sister bought it a few days ago Bella That’s (4) _ film in the world − it isn't funny at all! Jen Oh dear! Well, why don’t we go to a DVD shop and buy something (5) _ than that after school? Bella Good idea! There’s a DVD shop (6) _ the road from here Jen I haven’t got much money though Have you got (7) _? Bella No, but if I ask my brother (8) _ me some money Jen Great But I think it’s (9) _ late to ask him right now − look at the time! Bella Yes The bell (10) _ in a minute See you after the next class A Would B Should C Must A needn’t B have to C mustn’t 55 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A much B many C some A the bad B the worse C the worst A best B better C good A inside B through C down A any B a few C a lot of A He gave B He gives C He’ll give A enough B too C more 10 A rang B is going to ring C is ringing 56 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn