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Tiêu đề Using Quizizz for Game-Based Assessment in EFL High School Classes: An Examination of Students’ Engagement and Perceptions
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  • CHAPTER 1: INTRODUCTION (7)
    • 1.1. Background of the study (7)
    • 1.2. Rationale (9)
    • 1.3. Aims of the study (10)
    • 1.4. Scope of the study (11)
    • 1.5. Significance of the study (11)
    • 1.6. Thesis overview (11)
  • CHAPTER 2: LITERATURE REVIEW (13)
    • 2.1 Formative Assessment (13)
      • 2.1.1 Traditional Formative Assessment Methods (14)
      • 2.1.2. Game-based formative assessments as an alternative for traditional tests (16)
    • 2.2 Quizizz (17)
      • 2.2.1 Definition (17)
      • 2.2.2. Benefits of using Quizizz in English classrooms (20)
    • 2.3. Students’ engagement in the classroom (21)
      • 2.3.1. Affective engagement (22)
      • 2.3.2. Behavioural engagement (22)
      • 2.3.3. Cognitive engagement (23)
    • 2.4 Previous studies (23)
      • 2.4.1. Effects of using Quizizz on students’ engagement in class (23)
      • 2.4.2. Students’ perceptions towards the use of Quizizz in class (24)
      • 2.4.3. Research Gaps (25)
  • CHAPTER 3: RESEARCH METHODOLOGY (27)
    • 3.1 Research design and method (27)
    • 3.2. Participants of the study (28)
    • 3.3 Research instruments (28)
      • 3.3.1 Classroom observation (28)
      • 3.3.2 Questionnaire (29)
      • 3.3.3 Interview (31)
    • 3.4 Procedure (33)
      • 3.4.1. Classroom observation (33)
      • 3.4.2. Questionnaire administration (33)
      • 3.4.3 Interview conducting (34)
      • 3.4.4 Reliability and validity (34)
    • 3.5 Data Analysis (35)
      • 3.5.1 Classroom observation (36)
      • 3.5.2 Questionnaire (36)
      • 3.5.3 Interview (36)
  • CHAPTER 4. FINDINGS AND DISCUSSION (37)
    • 4.1. Perceived benefits of applying Quizizz into formative tests on the students’ (37)
      • 4.1.1. Students’ perceived levels of affective engagement when Quizizz is (39)
      • 4.1.2. Students’ perceived levels of behavioural engagement when Quizizz is (43)
      • 4.1.3. Students’ perceived levels of cognitive engagement when Quizizz is (48)
      • 4.2.1. Benefits of applying Quizizz into EFL students’ formative tests in the classroom (51)
      • 4.2.2. Drawbacks of applying Quizizz into EFL students’ formative tests in the classroom (54)
    • 4.3. Suggestions from EFL students to reach a more effective way of applying Quizizz (58)
  • CHAPTER 5: CONCLUSION (63)
    • 5.1. Summary of Findings (63)
      • 5.1.1. The effects of applying Quizizz into EFL students’ formative tests on the students’ engagement in the classroom (63)
      • 5.1.2. EFL students’ perceptions towards the application of Quizizz into formative (64)
      • 5.1.3. Suggestions for more effective ways of applying Quizizz into EFL students’ (66)
    • 5.2. Implications (67)
    • 5.3. Limitations of the study (68)
    • 5.4. Recommendations for further studies (68)

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Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions Using quizizz for game based assessment in efl high school classes an examination of students’ engagement and perceptions

INTRODUCTION

Background of the study

One of the important components in education that support the successful teaching-learning process is assessment It is admittedly a source of data which will be utilized by teachers to reflect on their teaching process, as well as their students’ learning process to help the students achieve their learning goals Besides, in this digital era, technology is another component that is indispensable in education One way that technology can be a considerable source of support in teaching and learning is by improving the ability to offer formative assessment of the learners’ skills and knowledge during teaching and instructional process Providing immediate feedback during the formative assessment process, with the aim of improving students’ performance, is crucial in learning and teaching In other words, assessment, one of the core components of education, provides teachers with a great deal of information about teaching and learning, and technology, a great assistant, helps learners to achieve the learning goals more easily Teachers can take advantage of the integration of technology and assessment to get detailed information of students’ progress and make adjustments accordingly to improve their teaching process

Undoubtedly, the integration of technology in classrooms has become a necessity for effective teaching that improves learning, especially in the 21st century, where the road to motivate and encourage students to learn is paved with their passion for technology and digital tools With the advent of technology and its role in education, a wide body of research has developed in investigating the role of technological instructions in the educational process and their effect in improving the interactive education environment (Ali, 2001; Baylor, 2002; Caldwell, 2007; Damick, 2015;Danielson, 2011; Fawzi, 2010; Irving, 2015) A number of these studies have provided evidence of the significant contribution that technology makes to improve the methods of teaching, learning and assessment, which positively impact students’ knowledge and skills

Concerning the great assistance of technology, Beatty (2010) stated that Computer-Assisted Language Learning (CALL) activities encourage learners to investigate language instead of being passive recipients of language and thanks to CALL, they can be active participants in English language learning (Beatty, 2010) One noticeable sign is that in recent years, a lot of teachers have been utilizing Web-Apps for various reasons These applications can contribute to learner motivation, enhance classroom interaction, and generate instant feedback on students’ learning A lot of research has revealed that the use of computer technology has a favourable impact on all language skills (listening, reading, speaking, writing) (Tsai, 2003) and has resulted in increased motivation (Chang, 2002), self-concept and confidence (Stepp-Greany, 2002).

In addition to these contributions, Web-Apps also provide authentic materials and the learners can access a lot of sources instead of being dependent on only one source This helps the learners broaden their horizons eventually Furthermore, learners have different types of intelligence and to meet their needs, integrating these applications into classes is crucial in this respect There are numerous applications that can be used in foreign language classes These include vocabulary, grammar quizzes, games, dictionaries, and so on, and can be accessed with a single click Thus, teachers can adapt these applications for their classes The process of language learning can be richer and more fruitful by integrating them into education.

Quizizz, one of the most commonly used online-based learning applications, is utilized by educators to form online quizzes with the hope of bringing more interaction, engagement and motivation to the students while learning English (Basuki, 2019) It can be utilized for the beginner level of elementary to college students Through this application, students can participate in interactive classroom activities using their mobile devices to enhance their learning experience Quizizz is a game-based educational app,which brings multiplayer activities to classrooms and makes in-class exercises interactive and fun Unlike other educational apps, Quizizz has game characteristics like avatars, themes, memes and music, which are entertaining in the learning process Quizizz also allows students to compete with each other and motivates them to study Students take the quiz at the same time in class and see their live ranking on the leader-board. Instructors can monitor the process and download the report when the quiz is finished to evaluate students’ performance Using this app in the English classrooms can help stimulate students’ interest and improve students’ engagement.

Basuki and Hidayati (2019) state that Quizizz is a fun game to conduct quick assessments in the classroom This application is also considered as an innovation which takes the process of understanding into consideration with gamified quizzes, rather than relying on classical tests and assignments (Rahayu, 2019) Another study on evaluating the use of Quizizz in classroom shows that using Quizizz in teaching encouraged students to display positive attitude towards the teaching and learning process and assessment during the class (Suo, 2018) It was reported that class sections where Quizizz was applied had frequently higher scores on the satisfaction of using this app and higher scores on the instructor’s teaching evaluation (Zhao, 2019) Hence, it is hoped that usingQuizizz may bring some fun for the students, especially against the backdrop of the pandemic situation that forces them to study within walls and with limited interactions among teachers and even among their fellow students.

Rationale

As an English teacher in this digital age, I am fully aware of the significance and benefits of incorporating such online-based learning applications into English classrooms as a formative assessment instrument to motivate students and improve their engagement.The common drawbacks of traditional assessment methods are the limited class hours for learning and reinforcing linguistic knowledge and the lack of students’ interaction while going through the assessment process For this reason, the e-learning model is an innovation to facilitate students in improving their learning abilities as it helps to increase students’ engagement in the lesson, as well as the interaction among the students while reviewing the lessons What’s more, during the time of the pandemic, distance learning keeps taking place of traditional classes, which, as a result, largely discourages students from studying Game-based learning applications in general, or Quizizz in particular, are the key to bringing some fun, interactive and engaging English lessons to students.

Creating a learning environment through a game-based approach is not a very new concept, yet most previous studies looked into the effectiveness of using Quizizz as game-based learning Here, I wish to carry out this study with a view to gaining insights into how Quizizz affects the students’ engagement in class, as well as students’ perceptions towards the use of this form of assessment as an alternative assessment method in English as a Foreign Language (EFL) classrooms From there, the study will draw some necessary conclusions on the use of this Quizizz application for teachers to optimize their process of teaching as well as students’ learning Besides, it is anticipated that this research, with its useful information and implications, would open up a new horizon in this field.

Aims of the study

The study will look into any possible changes in high school students’ engagement patterns and levels in class when teachers use Quizizz to check their learning progress. One more important aim of the research is to examine students’ perceptions towards the implementation of this game-based assessment tool as a way to carry out formative assessment in class After those aspects have been carefully investigated, further suggestions will be put forward in order to help teachers and students make more effective use of the application and ultimately enhance the teaching and learning process overall.

In particular, this study is carried out with a view to finding the answers to the following research questions:

1 How is EFL students’ engagement affected by the use of Quizizz as a game-based assessment tool in the classroom?

2 What are EFL students’ perceptions towards the use of Quizizz as a game-based assessment tool in the classroom?

Scope of the study

The study is conducted at …… high school, including 10 th graders and 11 th graders, to investigate students’ level of engagement when teachers apply Quizizz as a formative assessment tool in the classroom, as well as students’ perceptions towards this application in their learning process.

Significance of the study

Teachers and educators have been integrating technology into their lessons in order to optimize their own teaching process, as well as their students’ learning process.Quizizz is one of the innovative tools that teachers have been opting for recently, so the findings of this study focus on the effects of using Quizizz-based formative assessment activities in replacement of traditional paper and pen tests in the classroom on the level of students’ engagement, as well as students’ perceptions towards this application The study will investigate both positive and negative impacts of using Quizizz on students’ learning, and it is hoped that suitable suggestions can be put forward to overcome the drawbacks of this usage, helping teachers to better utilize this online assessment tool in their teaching.

Thesis overview

Chapter 1: INTRODUCTION This chapter provides the basic aspects of the study including the background of the study, rationale, aims of the study, research questions,scope of the study and the significance of the study Finally, the chapter also presents the overall structure of the study.

Chapter 2: LITERATURE REVIEW This chapter contains four main parts The first part provides the general knowledge about assessment in general, as well as formative assessment in particular The second part introduces Quizizz website as a game-based assessment tool and its benefits The third part provides theoretical frameworks about students’ engagement in the classroom The last part discusses some previous studies related to the research, as well as identifies the gaps in the previous studies.

Chapter 3: RESEARCH METHODOLOGY This chapter describes the methodology used in this study, consisting of chosen participants, data collection method and data analysis method.

Chapter 4: FINDINGS AND DISCUSSION This chapter continues with the findings of the study and discussions The topics include the examination of students’ engagement when using Quizizz in the classroom and their perceptions towards this application in class Some drawbacks of applying this game-based assessment tool will also be mentioned and some suggestions from students will be put forward in order to have a more effective way of using Quizizz in English classrooms.

Chapter 5: CONCLUSION The last chapter deals with the research’s results summary,implications for high school teachers and students in …… city for improving the application of Quizizz, a game-based assessment method, in teaching and studying,limitations of the study and some recommendations for further research.

LITERATURE REVIEW

Formative Assessment

Assessment is a basic component of effective learning and teaching (Bransford, 2000). According to Brookhart (2012), assessment is a process or activity of gathering, analyzing, and interpreting information concerning the process and student learning outcomes in achieving learning objectives (Brookhart, 2012) In other words, assessment is used to collect more information about students’ learning progress systematically (Linn, 2005) The information can be collected by many ways in the form of written and oral test such as extended performance of authentic task, responses (essays), traditional paper and pencil tests, and student self-reports In addition, teachers can also observe their students through the activities assigned in class during the teaching and learning process For that reason, assessment needs to be a planned, gradual, and ongoing process to obtain an overview of students’ development (Brookhart, 2012).

In English classrooms, assessment is one of the important keys to know or measure students’ understanding of the materials provided by the teacher Poerwati and Amri

(2015) has mentioned that assessment is the process of obtaining information in some form that can be used as a basis for making decisions about students (Poerwati, 2015) It is admittedly a source of data which will be utilized to create anticipation It means that teachers will be able to reflect on their teaching process as well as the students’ learning process to ultimately help students achieve their learning goals Jimaa (2011) states that the purpose of an assessment is to determine the level of progress and suitability of student learning outcomes (Jimaa, 2011) An assessment can also diagnose students’ participation in learning activities to determine their achievement in the learning process(Nurhardianti & Pratolo, 2020; Soifah, 2020) Several experts from the 20th century were interested in this aspect and agreed that assessment is the part of educational system which is not separable as it has become the main component of education to conduct effective learning (Linn & Miller, 2005).

According to James (2010), there are two kinds of assessments most frequently discussed in teaching and learning, namely summative and formative (James, 2010) Brown (2004) defines summative assessment (SA) as the evaluation of students’ competencies and skills at the end of a unit of instruction or course It is the way to measure what students have learnt during some period given, and usually conducted at the end of a unit of instruction Formative assessment (FA), on the other hand, is known as evaluating the process of developing students’ competencies and skills in the form of aid to enhance students’ growth and progress of learning (Brown, 2004) Bennett (2011) defines FA as tests conducted in the middle of a teaching program aiming to evaluate students’ learning abilities (Bennett, 2011) It is also a process of teaching and learning through providing feedback, both for students and teachers Moreover, Loyd and Koenig (2008) state that the goal of FA is to monitor students’ learning, and it provides ongoing feedback that can be used by teachers to improve the quality of their teaching (Loyd, 2008).

Popham (2011, p 270) defines formative assessment as “a planned process in which assessment-elicited evidence of student's’ status is used by teachers to adjust their ongoing instructional procedure or by students to adjust their current learning tactics” (Popham, 2011) FA provides students with just in time specific and non-evaluative feedback that improve their performance Effective teachers in every corner of the world strive to engage their students in the formative assessment process to gauge understanding and correct misconceptions by utilizing multiple techniques such as diagnostic tests, startup activities, exit cards, pop quizzes, group discussion, think-pair- share, etc Teachers also equally benefit from applying formative assessment techniques as they provide them with the opportunity to assess their teaching effectiveness and, accordingly, adjust and modify their teaching activities.

The benefits of formative assessment are argued to go beyond simply encouraging greater or better directed study Indeed, laboratory studies have shown that the likelihood of retrieving information from memory is enhanced by taking a test on learned information, which can simply mean restudying it again (McDaniel, 1985; Roediger, 2006) Tests are considered as a great tool for teachers to keep track of students’ learning progress. Testing in school is usually done for the purposes of assessment, to assign students grades (from tests in classrooms) or rank them in terms of abilities (in standardized tests) (Roediger, 2011) It can also serve other purposes in educational settings that greatly improve students’ performance like enhancing retention of the retrieved information and pushing students to study harder with more regularity Traditionally, FA has been conducted through pencil and paper style tests (PPT) (Joyce, 2018) These tests can include either selected-response items, asking students to select the correct answer from a list of options included in the item, or constructed response items, asking students to

“write” or “construct” the correct answer (Karthikeyan, 2021) Most teachers view tests (and other forms of assessment, such as homework, essays, and papers) as necessary evils as they increase the possibility that students will study and learn more when given assignments and tests

However, tests are in fact an ordeal for both the students, who must complete them, and the teachers, who must construct and grade them (Roediger, 2011) Not only do the tests take time for teachers to prepare, grade and give feedback, which usually takes a while because teachers can only give feedback after scoring the papers, they also cause a feeling of anxiety in most students, if not all, while completing the tests Test anxiety is defined to be an individual emotional state students have before or throughout a particular assessment in relation to the act of completing the assessment, the risk and fear of failing and anything related to undesirable moments (Reeve, 2008) It is a serious problem for many students (Ergene, 2003) because it will be the obstacles for students to achieve their goals Generally, university students suffer more anxiety than ever because at that educational level, they think about future and career and their considerations are affected by the score of the tests they take in university or institution However, with remarkable development in technology in the modern world, teachers have figured out ways to overcome those problems, reducing the anxiety level when students take the tests More specifically, the teachers can take the benefits of technology by using gamification in the education world for formative tests

2.1.2 Game-based formative assessments as an alternative for traditional tests

Formative assessment has been traditionally administered through the paper and pencil tests method, but with the advent of the twentieth century, researchers and teachers sought to find a more interesting, or rather more convenient means of administering tests. With the fast-paced development of information technology, teachers are able to take advantage of the integration of digital applications and assessment to get really detailed information of students’ test results to create a good teaching process (Muhammad,

2020) Teachers now offer innovative assessment by using gamification to create engaging tests as an alternative to the conventional tests which are based on paper and pencil

Apparently, gamification in education is an approach of online learning and teaching that has continuously increased these days (Rudi, 2021) There were many researchers conducting investigations of game and technology in test anxiety reduction Smits and Charlier (2011) conducted a study on game-based assessment and the effect on test anxiety The findings of the study show that the integration of games in assessment results in positive psychological well-being and less test anxiety in students throughout the assessment process They assumed based on the literature that it would also ultimately increase academic achievement later on (Smits, 2011).

A game is defined as “a system, in which players engage in an artificial confict, defned by rules that result in a quantifable outcome” (Salen, 2005) In the game context, “the system” refers to a computer or a video game which scafolds the player to higher levels by deploying various techniques People like to participate in games because they induce fun (Malone, 1981; Prensky, 2001), and encourage players to engage until the end.Bateman and Nacke (2010) discovered that a positive brain effect occurs when playing games because of the release of chemicals such as dopamine (increases reward-seeking behaviour), epinephrine (increases stress and excitement), and norepinephrine (leads to excitement), which induce fun and motivate players to engage throughout the game (Bateman, 2010) Games, in other words, are typically characterized by curiosity, expectation, control, and interactive features, which can increase learners’ learning interest and intrinsic motivation (Lim, 2006) The use of games to encourage student in learning seems appealing as it can attract students’ attention with the rationale of “we all learn better when motivated” (Bergin, 2005) According to Engin et al (2004), if someone enjoys what s/he does and expresses the enjoyment explicitly, it is real learning (Engin, 2004) Therefore, it is common to think that teaching combined with assessing with games can be very effective (Chang, 2012; Giannakos, 2013; Mayo, 2009; Meluso, 2012).

Formative assessment is not a new concept, but thanks to technology, formative assessment can now be performed in a more interesting and effective way It is believed that when educational games are planned and implemented properly, it can both make learning fun and easy and contribute to the development of affective, cognitive,psychomotor and social skills of the students (Bayat, 2014) As information and communication technologies become more prevalent in education, several game-based assessment forms are being created and used alongside the emergence of various types of online-learning activities This has led to the development of educational applications that support the implementation of game-based assessments, such as Kahoot, iClicker, and particularly Quizizz.

Quizizz

Quizizz is a game-based educational website, which brings multiplayer activities to the classroom and makes in-class exercises interactive and fun (Rudi, 2021) Using Quizizz, students can do in-class exercises on their electronic devices The subjects can be varied from the ones we usually study at school like English, Math, Science to the broader fields like Social Studies or Career Education Quizizz’s interface is as demonstrated in Figure

Unlike other educational apps, Quizizz has game characteristics like avatars, themes, memes and music, which are entertaining in the learning process Quizizz also allows students to compete with one another and motivates them to study Students take the quiz at the same time in class and see their live ranking on the leaderboard, as shown in Figure

2 Instructors can monitor the process and download the report when the quiz is finished to evaluate students’ performance Using this application in the English classroom helps stimulate students’ interest and improve students’ engagement.

Quizizz helps teachers to conduct formative assessments by giving quizzes to students to test their knowledge, which has been gained in advance According to Yoshida (1985), the quizzes are set up like a competition in the form of a game (Yoshida, 1985). Therefore, Quizizz is an entertaining and easy tool to investigate students' understanding of the previous lessons (Sue, 2006) This will also minimize students' anxiety while doing the tests (Barbara, 2009) Quizizz provides a multiplayer activity that students possibly can practice together The total number of players who will do the quiz is determined by the teacher Students will be given a code to join a quiz and the teacher will control the students who join the quiz with the students' attendance list to avoid intruders Quizizz is accessible on all devices such as computers, smartphones and tablets Consequently, it is reachable for every student in this era where technology development is astonishingly high-paced, as long as they have their own device in class

The main features of Quizizz include:

(1) Student-paced: the teacher will give a time limit for each question and students need to answer before the time given for each answer is up

(2) Bring your own device (BYOD): Quizizz can be played in various devices with a browser, including PCs, smartphones, laptops, and tablets.

(3) Thousands of public quizzes: a great number of teachers around the globe create their own quiz and it can be shared; thus, everyone can do the quiz as long as they are a member of Quizizz It is really helpful for a teacher to get some inspiration from other teachers in designing the quiz

(4) Quiz Editor: Quizizz allows the teachers to pluck questions from any quiz, easily add images from the internet, auto-save teachers’ progress and tons of other features

(5) Reports: this feature is the one that can give teachers detailed information about student-level understanding and class-level for each quiz that teachers conduct The teacher can also download the report in the form of a spreadsheet in Microsoft Excel

(6) Quiz Customization: Teachers can customize their quiz session in multiple options to consider the level of competition, speed, and other factors, as shown in Figure 3.

Figure 3 Quizizz – Designing questions and question Types

2.2.2 Benefits of using Quizizz in English classrooms

Quizizz is a game-based online testing tool that enables fun classroom activities With this website, students can interactively work on the given questions through their gadgets.

Students can get a better learning experience through this application because if they take the test with this application, they can also compete with their classmates At the same time, students can also find out their place among other players in the ranking list directly Quizizz can foster students’ interest and participation in learning and Quizizz is well-suited to be used as a formative assessment tool as teachers can download the test report and evaluate students’ performance after running Quizizz (Zhao, 2019).

Quizizz is an excellent online assessment tool that allows students to review their knowledge and learning progress (Bury, 2017) It is a formative testing tool that is suitable for getting information about the overall condition of the class in understanding the content of the materials being taught With its user-friendly interface, Quizizz can help teachers assess their students’ language learning skills as well as their curricular skills (Bury, 2017) The website supplies hundreds of quizzes that we can use or create ourselves Quizizz is also known as a game-based learning tool that can contribute to students’ concentration, participation, engagement, happiness, motivation and student satisfaction (Chaiyo, 2017) It is an online assessment tool that can help students not only check their knowledge and abilities but also see their progress in learning English (Rahayu, 2018)

Quizizz is designed with modern technology, a platform featuring multiplayer games for classroom activities This displays the students’ answer on the screen Research on online quizzes as a learning and assessment tool strictly concludes that the combination ofQuizizz with instructional activities or learning strategies is beneficial It helps students achieve quiz appreciation, activity engagement, improved learning motivation and academic achievement.

Students’ engagement in the classroom

Engagement is a critical factor in learning with game-based activities and it provides students with enhanced learning experience to achieve good grades (Amriani, 2013).Gamifcation can be used to stimulate engagement by motivating the learners through making game-like situations in non-game contexts (Lee, 2012) However, achieving student engagement requires rigorous planning, creativity, and monitoring to obtain the desired learner performance (Carini, 2006) Raftopoulos (2014) states that engagement depends on the intrinsic nature of the activity itself and needs careful design to avoid value destruction risk This occurs when some online applications target outcomes more than enjoyment (Raftopoulos, 2014) Therefore, the challenge in turning gameplay into classroom engagement design necessitates careful attention Engagement is divided into three main types, namely behavioural, emotional, and cognitive (Fredricks, 2004). Engagement types can be implemented by selecting appropriate game dynamics, mechanics, and components

Scholars have variously identified affective engagement as motivational engagement (Linnenbrink, 2003), or psychological engagement (Finn, 1993) However, all of these terms refer to the same features of affective engagement, which describes students’ positive and negative emotional reactions toward teachers, classmates, academic works, and school in general (Fredricks et al., 2004) It includes indicators such as the presence of interest and happiness and the lack of boredom, anxiety, and sadness Further, students exhibiting affective engagement have a sense of identification with and belonging to the school, value school outcomes, and feel as though they are supported by their peers and teachers (Fredricks et al., 2004).

According to Fredricks et al (2004), three ways are commonly utilised in defining behavioural engagement, which Rumberger (2004) found to be a crucial factor in mediating the dropout process (Rumberger, 2004) The first way involves positive conduct, such as adhering to the norms of the classroom, following the rules, and refraining from engaging in disruptive behaviours (e.g., being troublesome or skipping school) (Finn, 1997; Fredricks, 2004) The second way pertains to participation in learning and academic-related tasks, and involves behaviours such as discussion contribution, asking questions, paying attention, concentrating, exhibiting persistence, and putting forth effort (Finn, 1995; Fredricks, 2004; Skinner, 1993) The third and last way, according to Finn et al (1995), is the involvement in activities related to school that include, for example, school governance and sports (Fredricks et al., 2004) Therefore, behavioural engagement is a directly observable dimension of engagement, and the salient indicators of this dimension include truancy, preparation for school, attendance, participation in curricular and extracurricular tasks, and discipline referrals (Appleton, 2008; Fredricks, 2004; Reschly, 2006).

The cognitive engagement dimension refers to students’ investment in learning, and involves aspects such as willingness and thoughtfulness to expend the effort required to understand and master difficult tasks, the use of appropriate learning strategies (e.g.,students’ use of elaboration rather than memorisation), challenge preference, and self- regulation (Fredricks et al., 2004) Indicators of cognitive engagement include asking questions for clarification of ideas, persistence in difficult activities, flexibility in problem solving, use of learning strategies (e.g., relating new information to existing information), and use of self-regulation to support learning (Finn, 2012; Fredricks, 2004).

Previous studies

2.4.1 Effects of using Quizizz on students’ engagement in class

In recent years, researchers have observed that Quizizz is one of the most used digital tools in language learning When educators integrate this application into education, it seems that learners are engaged and participate in the lessons more actively (Munawir,

2021) One study by Suo and Zalika (2018) investigated how effective it was to get the students’ interest for Arabic class by implementing Quizizz as a game-based learning tool in the Arabic classroom of Sultan Idris Education University Malaysia The researchers tested 85 students for 3 sections during an Arabic course titled “Arabic skill” First, they created 20 questions related to the topics that the students already learned before onQuizizz and let the students play the game for 20 minutes before finishing Arabic class,which was the time when the students usually felt tired, sleepy and bored in their Arabic class After that, a set of questionnaires was distributed to those students to collect their opinions of the implementation of Quizizz during the Arabic class The results showed that all students were very active in answering the questions provided by the researchers on Quizizz, and they concentrated more on the topic compared to before Quizizz was applied in the lesson The overall results also showed that the students expressed positive attitudes towards Quizizz being used as an online teaching and assessment tool in Arabic classes.

Another research by Munawir and Hasbi (2021) applied a one-shot case study on explanatory quantitative research design to examine the effectiveness of using Quizizz on student engagement and learning outcomes in the EFL classroom at the English Education Department in Universitas Sulawesi Barat Structural equation modeling analyses showed that using Quizizz application constructively contributed to students' behavioral engagement and psychomotor outcomes The findings revealed that using Quizizz changed students' behavioral engagement in-class regarding students' on-task attention, lesson involvements and students' efforts on learning English Besides, the survey on students' behavioral engagement found that students listened to the lessons and materials more carefully, tried to understand the materials while learning and, more interestingly, they paid more attention to what the teacher talked about on a new topic.

2.4.2 Students’ perceptions towards the use of Quizizz in class

There are numerous other studies about the use of Quizizz from teachers’ and students’ perspectives in English language learning and teaching Firstly, Amalia (2020) aimed to examine the EFL students’ perspectives towards Quizizz as an online assessment tool(Amalia, 2020) This descriptive qualitative study used purposive sampling with 20 students who were taking the Dynamic English Course A purposive sampling method was utlised to choose the subjects because the researcher wanted to examine the perspectives of the students who have above-average scores and the students having a below-average score In the data collection process, the students were asked to complete the questionnaire including 10 questions The Likert Scale rating from one to five

(Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)) was applied in data analysis The result of the study demonstrated that the students had positive perspectives towards the use of Quizizz as an online assessment instrument and the students stated that when compared to the traditional tests, Quizizz was better. There was another study by Zuhriyah and Pratolo (2020) that explored students' views in the use of Quizizz as an assessment tool (Zuhriyah, 2020) This research employed a case study approach A semi-structured interview was utilized to gather the data and the participants of this research were students in one of the private universities in Yogyakarta The results revealed that some of the students’ views regarding the use of Quizizz are: (1) an interesting tool, (2) encouraging students’ confidence, (3) increasing students’ motivation, and (4) improving reading ability First, it was clear that students viewed Quizizz as an effective and interesting application tool to do the assignment in an English class at a university level, as they did not feel bored and could control their focus while doing the assignment or assessment Second, the use of Quizizz encouraged their confidence As their profiles could be anonymous, it increased their confidence Third, it was able to increase their motivation The feedback feature in Quizizz motivated them to revise and understand the errors of the selected answers Fourth, this online assessment tool improved their reading ability Students stated that they used the skimming strategy to identify the point of each question on Quizizz, which resulted in a better reading comprehension achievement than the conventional teaching strategy In the main, this study implies that English teachers may consider Quizizz as an alternative to assess the students in a fun way and at the same time motivate them to study even harder.

Most of the previous research focused on the effectiveness or student’s perceptions of using Quizziz as a game-based learning tool The number of studies on the implementation of Quizziz as an assessment tool, or particularly formative assessment tool, is still limited Although the one carried out by Zuhriyah and Pratolo (2020) looked into Quizizz as an assessment instrument, the research was conducted in higher education level, at a private university in Yogyakarta Here, this research focuses on examining the use of Quizizz application as a formative assessment instrument in EFL classes in high school Specifically, this study is carried out in the context of … city in Vietnam, with the view to looking into high school students’ perceptions of using Quizizz as a formative assessment method in class and how their learning engagement is affected by the use of this game-based assessment tool.

RESEARCH METHODOLOGY

Research design and method

The current research adopts a mixed methods approach in data collection and analyses, with a combination of qualitative and quantitative research instruments, including classroom observation, questionnaire, and interview Therefore, this study can be classified as a “mixed methods research”, a term that is becoming increasingly articulated in the world of research Mixed methods research, although defined in various ways, basically refers to:

“…the type of research in which a researcher or team of researchers combines elements of qualitative and quantitative research approaches (e.g., use of qualitative and quantitative viewpoints, data collection, analysis, inference techniques) for the broad purposes of breadth and depth of understanding and corroboration.”

Mixed methods research acknowledges that all methods have inherent strengths and weaknesses, and using a mixed methods approach increases the likelihood that the sum of the data collected will be richer, more meaningful, and ultimately more useful in finding answers to the research questions (Johnson, 2007) The use of both quantitative and qualitative methods assisted the researcher to see the research matters from different angles, so that a deeper understanding of the topic could be obtained The data that were obtained through different methods also increased the reliability of the findings (Allwright, 1991; McDonough, 1997; Silverman, 2008)

Based on these considerations, this research used both quantitative and qualitative research methods to analyze the effects of applying Quizizz, a game-based assessment tool, on high school EFL students’ engagement in the classroom for formative assessment purposes The qualitative method was further used to allow for a deep analysis of students’ perceptions of using Quizizz in the lessons and provision of recommendations from the students for the more effective learning and teaching while using this assessment tool.

Participants of the study

The participants for the study are 70 high school students, including 20 tenth graders and

50 eleventh graders, from … high school

Grade Number of students Ages Years of learning

Classroom observations were conducted in all 3 classes with the presence of all 70 students After experimenting with Quizizz in class, the 70 students were given two questionnaires to fill in (70 copies for each questionnaire) Finally, from the 70 students who completed the questionnaires, the researcher randomly chose nine students to take part in a follow-up interview The interviews were conducted face-to-face in class and were recorded for further analysis, under the agreement of the interviewees.

Research instruments

For collecting reliable data, classroom observation will be employed in this research. According to Burns (1999), with this method the researcher is able to view classroom events occur in their natural way by immersing himself into such an educational environment (Burns, 1999) In the same vein, Zohrabi (2013) stated that observation can

“represent a firsthand picture of events, as it is carried out in a natural environment,which enables the researcher to obtain contextual factors” (p 257) This observation does not depend on participants' willingness to give information (Zohrabi, 2013) Especially, observation, if logically combined with questionnaire and interview, allows achieving

“relatively objective firsthand information” (p.314) (Johnson, 2003)

In this research, the type of observation conducted was non-participant observation, in which the observer does not participate in classroom activities but only organizes the activities and then watches, records and takes notes of how everything went in the classroom This is quite appropriate since the observer’s involvement may affect how things naturally happen in the class and reduce data reliability An Observation Form was developed based on two main research questions and the items in the Engagement Questionnaire Six classroom observations were carried out in total, two in each class, in an attempt to investigate how engaged the students were in the formative tests done on Quizizz in the form of games and competition

Questionnaires prove themselves a helpful tool because they can help collect enormous information at the same time, as Brown (1988) pointed out that questionnaires are more efficient for gathering information on a large scale than many other instruments (Brown,

1988) The main advantages of this method include its practicality, the scale on which it can be used, and the high levels of confidentiality and anonymity that are possible (Fowler, 2009; McDonough, 1997) The respondents usually have an option whether to reveal their personal information or not, thus avoiding the risk of exposing their identities Responses in a questionnaire are also easy to quantify and process with the aid of certain software, making it possible for the researcher(s) to see and present results in a quick and conspicuous way

A variety of items may appear in a questionnaire, ranging from closed questions to open questions, from dichotomous to multi-option selection items, or Likertscale items with various numbers of points along the continuum (Cohen, 2011) The closed questions or selection items yield data that are easier to quantify, compare, and classify, since the number of choices is limited and predetermined (Creswell, 2008; Wiersma, 2008), whereas the open questions reserve more space for respondents to express themselves “in their own terms” (Bransford, 2000; Punch, 2009) According to Seliger and Shohamy

(1989), closed-ended questions are more efficient because of their ease of analysis while Gillham (2000) argue that open questions can lead to greater level of discovery (Gillham, 2000; Seliger, 1989).

In this study, two questionnaires were administered to the participants, which were Engagement Questionnaire and Perception Questionnaire, and both closed and open questions were used in the questionnaires to get the optimal benefits that each type has to offer Specifically, the Engagement Questionnaire was adapted from Reeve and Tseng’s

(2011) Model with Agentic Engagement and Ben-Eliyahu et al.’s (2018) Three- Dimensional Framework (Ben-Eliyahu, 2018; Reeve, 2011) The Engagement Questionnaire consisted of 30 statements, both positive and negative, pertaining to the practice of doing formative tests on paper and on Quizizz, and the statements were rated on a five-point Likert scale ranging from 1 to 5 (Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), and Strongly Agree (SA)) The 30 statements in this questionnaire were divided into 3 main clusters, each of which consisted of a number of questionnaire items Each item was evaluated according to the five-point scale employed. Table 1 provides further details regarding the theme of and the items in each cluster.

Table 3 2 Main Clusters in Engagement Questionnaire

The Perception Questionnaire was adapted from Amalia’s (2020) Students' perceptions of the use of Quizizz, with some variations in the question types, including multiple choice questions (with multiple options selected) and open-ended questions There were

15 items in total, and they were also divided into 3 main clusters as in Tabl 2 below:

Table 3 3 Main clusters in Perception Questionnaire

1 Advantages/Benefits when using Quizizz in the classroom

2 Drawbacks/Challenges when using Quizizz in the classroom

3 Students’ suggestions towards using Quizizz in the classroom

Both the Engagement Questionnaire and Perception Questionnaire were written in English and Vietnamese and the Vietnamese versions were delivered to the students to make sure they could fully understand all of the questions before they gave their answers.

The interview is a good way to obtain the subjects’ opinions and/or feelings about a certain topic, event or action in a highly personal and detailed level (Kvale, 2009; McDonough, 1997; Punch, 2009) The interview questions help investigate the situation in a deeper way How each specific individual thinks and feels about the situation and why they hold certain opinions will be explained in greater details Gill, Stewart, Treasure and Chadwick (2008) also stated that interviews help to define the areas to be explored” as well as allow the interviewer or interviewee to diverge in order to pursue an idea or respond in more detail (Gill, 2008) Moreover, a face-to-face interview provides the interviewer with valuable opportunities to read between and beyond an interviewee's words”: not just what they say, but how they say it, their intonations, facial expressions, or their gestures (Walliman, 2011) By paying proper attention to these signals an interviewer may learn more than simply what an interviewee is telling them; they may also help determine whether to probe more into certain parts of the interview to see what the interviewee truly means or actually wants to say In this sense, interviews provide richer and more profound responses than any kinds of questionnaires.

The conversational nature of an interview enables the interviewer to adjust the questions, shift the order of questions, omit some questions, or probe more after certain questions right on the spot according to the flow of the interview and the interviewee's responses, especially in the less structured forms of interviews (Roulston, 2010) An interview can be very structured (mainly used in quantitative studies) or totally unstructured, or anywhere in between these two extremes (Kvale, 2009; Punch, 2009; Roulston, 2010) A structured interview uses standardized rubrics across different interviewers and interviewees, ensuring the same questions are asked in the same order, with minimum explanation and elaboration provided by the interviewer(s) (Fontana, 2008) This kind of interview is often accompanied by options for responses In other words, they can be considered the spoken form of questionnaires that are frequently used in quantitative studies

On the other hand, totally different from a structured interview, an unstructured interview contains no predetermined questions or options for responses It is nearly an open conversation in real life, where participants may talk about anything of their interest (Fontana, 2008) The topic of the conversation will come from the researcher’s immersion in the community and the interests of the “interviewee” Such an interview may yield surprising insights into a person's identity, experience, or, in general, their life.

It can provide good descriptions, but it may be very difficult to compare different interviews and categorize the obtained data, since the number of questions, the order of questions, and the questions themselves are specific for each interview.

To balance these two kinds of interviews, a semi-structured type of interview is suggested (Bryman, 2008; Kvale, 2009) In these interviews, the interviewer does not have to follow suit a number of set questions in a rigid order Instead, a number of core questions or themes are suggested, and are to be covered during the interviews However, the interviewer may provide explanation, elaborate on a specific question, or ask additional questions to help the interviewee look at different angles of the situation and give more in-depth answers to the questions.

Procedure

Totally six sessions of classroom observation were held in three classes (both 10th and 11th grade) in ……high school, which means two sessions in each class One session was for vocabulary check and one was for grammar check These sessions were incorporated into the end of Looking back section of the units: Unit 8 of Tieng Anh 10 Volume 2 for 10th grade students (specialized in Japanese) and Unit 10 of Tieng Anh 11 Volume 2 for 11th grade students The purpose of these Quizizz sessions was to check the students’ understanding of the vocabulary and grammar points they learnt in those two units While the students practiced with Quizizz, the researcher observed the class and took notes on the Observation Form.

After the classroom observations were carried out, the copies of EngagementQuestionnaire and the copies of Perception Questionnaire were delivered to the students from all of the three participating classes in … high school The researcher assured that all the personal information collected would be kept confidential and used for the research purposes only All the questionnaires were completed and returned to the researcher Besides, large amounts of information from the questionnaires could be collected from a large number of people in a short period of time.

After all the questionnaires were collected, three semi-structured interviews were carried out in three classes Among the seventy aforementioned participants, the researcher invited randomly nine students, three from each class, to take part in the interviews In each interview, there were three interviewees, who were three students from the same class, and the researcher gave eight questions included in the Interview Sheet to them, one question after another The three students took turns to give their answers; when one question was fully covered, the whole group moved to the next one Besides those eight questions, the researcher could give some side questions that came up during the time of interview, and the students could provide some more opinions on their side.

The participants could choose to give their answers in Vietnamese so that they could convey their emotions and thoughts the most effectively and comfortably Each interview was about 10 to 15 minutes long and was recorded for further analysis later on, with the agreement of the interviewees The students’ engagement, interests, and perceptions towards the use of Quizizz were discussed more in-depth and students could also give further recommendations for better usage of Quizizz for formative assessment

In short, three focus group interviews were carried out to clarify and confirm the data collected from questionnaires, as well as to analyze the research questions in a deeper level How each specific individual thought and felt about the application of Quizizz and why they held certain opinions would be explained in greater details

According to Carmines and Zeller (1979), reliability can be defined as “the extent to which an experiment, test or any measuring procedure yields the same results on repeated trials” (p 11) From this viewpoint, research reliability is interpreted as the consistency of research results In fact, the process of measuring any phenomenon always contains a number of potential errors Thus, in order to conduct reliable research work, the use of consistent measurement instruments and methods for limiting measurement errors are without doubts indispensable (Carmines, 1979).

Specifically, three data collection instruments were used in this study including questionnaire, classroom observation and interview This methodological triangulation helped develop a comprehensive understanding of the field researched, as well as enhance the reliability and validity of the research Also, the basic principles of research ethics concerning information confidentiality and privacy of the participants were vigorously applied Furthermore, research reliability was also fortified by the fact that the researcher was the only one to administer and process the aforementioned instruments, which significantly reduced data collection bias.

According to Polit and Hungler (1999), the validity of a research concerns whether the study measures what it is intended to measure Validity can only be achieved if the research instruments allow you to reach your research objectives (Polit, 1999).

In order to obtain validity, items of the questionnaires were designed basing on the essence of previous studies found during literature review Besides, the questionnaires were designed with simple language and formatted in a clear and reader-friendly layout so that the participants could understand and respond easily Clear instructions and specific explanations were also given before the students filled out the questionnaires. Furthermore, to make sure that no participants have other people fill the questionnaire for them, all the questionnaires were completed in the presence of the researcher All the questionnaires were administered by the researcher only.

After all the questionnaires and classroom observation forms were collected and processed, the interview questions were all designed depending on the research questions and certain results of the questionnaires and classroom observation The interviewer employed simple language when asking questions in Vietnamese and explaining some of the smallest details in order to prevent any confusion from the participants.

Data Analysis

As the study had the concurrent triangulation design, it included a concurrent form of analysis (Creswell, 2007; Guest, 2013), starting with a separate initial data analysis for each of the qualitative and the quantitative databases In a subsequent stage, the researcher merged the two datasets so that “a complete picture is developed from both data sets” (Creswell & Clark, 2007, p 136).

The information obtained from classroom observation sessions was also carefully analyzed to indicate some necessary conclusions The notes from observation forms were subjected to thematic analysis on the grounds of the research questions The data were then quoted and analyzed qualitatively according to the themes to give an insightful description of the issues under study.

The results from questionnaires were entered and calculated by SPSS software to yield the distribution of students' responses for each questionnaire item in the form of percentages Also, descriptive statistics with mean and standard deviations of Likert-scale items are calculated The quantitative results will also be presented in tables and charts to facilitate visible demonstrations.

The interviews were transcribed and translated into English, if done in Vietnamese, by the researcher – a practice encouraged by Kvale and Brinkmann (2009) for easy reference and analysis All the transcripts of interviews were subjected to thematic analysis on the grounds of the research questions The data were then quoted and analyzed qualitatively according to the themes to give an insightful description of the issues under study.

After being analyzed separately, the quantitative and qualitative results were compared and synthesized to reflect how the students’ engagement was affected by the application of Quizizz and what their perceptions were towards the use of this game- based assessment tool in the classroom This is a practice that Creswell and Clark (2011) called merging the two databases and it is typically done in the concurrent mixed methods design (Creswell, 2011).

FINDINGS AND DISCUSSION

Perceived benefits of applying Quizizz into formative tests on the students’

EFL high school students were asked to evaluate their engagement levels in lessons with the implementation of Quizizz-based formative tests by responding to the Engagement Questionnaire after they had done their formative tests on Quizizz in the classroom, including one session of vocabulary check and one session of grammar check in each class In general, the results show that using Quizizz as a tool to check students’ progress is perceived to enhance students’ engagement in lessons Table 4.1 provides the descriptive statistics regarding students’ responses to the statements about their engagement levels in formative tests using Quizizz.

Table 4 1 Effects of Quizizz on EFL Students’ Engagement Levels in Class

Doing formative tests on Quizizz… Mean SD

Q11 makes me happy and excited 4.10 0.88

Q17 makes me feel motivated to learn English better 4.30 0.71

Q19 encourages me to discuss with friends more about the correct and incorrect answers

Q21 encourages me to participate more actively in the assessment activity 4.40 0.70

Q22 makes me pay more attention to the assessment activity

Q27 helps me understand the lessons better 3.96 0.80

Q28 encourages me to be more active in raising questions when I have problems understanding something.

Q30 helps me revise learnt lessons more effectively 4.28 0.85

It is clear from Table 1 that the lowest mean score is 3.88 (Q19) and the highest one is 4.40 (Q20) In other words, all the mean scores are higher than 3.40, which means that students’ perceived engagement levels in the lessons with the implementation of Quizizz-based formative tests mostly fall into the high category The mean score interpretation is as shown in Table 2 below, according to (Moidunny, 2009):

Source: Moidunny, K (2009) The Effectiveness of the National Professional

Qualification for Educational Leaders (NPQEL).

This generally indicates that the students found it interesting and engaging whenQuizizz was incorporated into their formative tests As learner engagement is conceptualized as composed of three dimensions, including affective, behavioural, and cognitive engagement, EFL students’ engagement levels and patterns will be discussed more in-depth in three sub-sections below.

4.1.1 Students’ perceived levels of affective engagement when Quizizz is implemented in formative assessment

In the Engagement Questionnaire, the students were asked to evaluate their emotional engagement after doing formative tests on both methods, on paper and on Quizizz, and the students showed much greater interest when they did the tests on Quizizz, compared to the traditional way of pen and paper.

From the first statement on the questionnaire, we can already see some interesting differences among the responses.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 4 1 Methods of Doing Formative Tests Arousing Students’ Interests

From the Figure 4.1, it is clear that none of the students strongly disagreed with the opinion that these two methods of doing formative tests aroused interest in them,which is a positive finding because the students were not strongly against doing tests either in the traditional way or in the alternative way However, more than half of the students investigated chose Neutral when asked about their interests in doing formative tests on paper, and only a quarter of them agreed and strongly agreed that this method aroused interests in them On the other hand, when the students were asked about their interests in Quizizz, the percentage of students choosing Disagree and Neutral is significantly low, only 2% and 4 % respectively, and the rest fall into the categories of Agree and Strongly Agree, with the latter one accounting for up to 36% This figure is three times higher than the percentage of when students did their tests on paper This is quite a positive outcome because it is a sign that teachers can apply Quizizz into the formative tests to raise the students’ interests and enjoyment in the classroom.

Next, the students’ interests will be shown more clearly through the feelings they had when doing formative tests with each method, which are illustrated in Figure 4.2 below.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 4 2 EFL Students’ Feelings when Doing Formative Tests on both Methods

Figure 4.2 shows two opposite sides of emotions that EFL students had when doing their progress tests using the traditional paper and the alternative tool Quizizz.Firstly, with the conventional method, a majority of the students went for the option of being neutral when asked whether they found doing formative tests on paper tiring(nearly 40%) or exciting (slightly over 60%) Besides, a relatively large number of the students agreed and strongly agreed that doing such tests in the traditional way made them feel tired and pressured (36%), and about a quarter of them agreed or strongly agreed that this way of doing tests led to certain levels of happiness and excitement. What’s more, there are 14% of the students who strongly disagreed and disagreed that the paper tests made them feel excited and happy at all This is probably due to the fact that these high school students have been familiar with this conventional way of practicing and testing since they were younger, so they do not find it so exciting, if any, when they do tests in this way

On the other hand, when students were asked about their feelings when doing their progress tests online with Quizizz, the figures are completely different from those on the paper tests’ side It is evident that a remarkable number of the students (43%) disagreed that completing progress tests on Quizizz made them feel tired and pressured, and there are a fair number of them (32%) who strongly disagreed with this opinion Meanwhile, when it comes to the feelings of happiness and excitement, most of the participants fall into the Agree and Strongly Agree categories, with 44% and 36% respectively The percentage of those who chose Strongly Disagree, Disagree and Neutral on this statement only took up one-fifth of the total number of research participants Perhaps, this is because Quizizz has brought some novelty as well as interesting challenges from the games into the classroom, thus, making the students feel more emotionally engaged in their assessment activities

This was also evident during the classroom observation sessions carried out before the administration of questionnaires When the teacher announced to the class that they would do their progress tests on Quizizz, where the questions would be given in the form of games and competition, the students looked excited and really looked forward to doing the test Also, at the beginning of the assessment activity on Quizizz, the students excitedly chose their usernames and some of them came up with such interesting names, as shown in Figure 4.3.

Figure 4 3 Students’ Usernames on Quizizz

Besides, during the time that the students were completing their formative tests on Quizizz, certain levels of affective engagement was present in the classroom, especially when the students chose the correct answers to the questions.

Happy when choosing the correct answers Interested and excited when getting a good result 0

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 4 4 Students’ Feelings when Choosing the Correct Answers and Getting Good

Results from Figure 4.4 show that a significantly large number of students were happy and excited when they got an answer correct or they got a good overall result at the end of the test, illustrated by 35-40% in the Agree category and nearly 60% in the Strongly Agree category The percentage or Neutral category is only 10% and below, and particularly, there was no one who disagreed or strongly disagreed with these two opinions stated in the Engagement Questionnaire This can be supported by what was noted during the classroom observation sessions in class When any group of students got the correct answers, there would be a sound of “Yay”, “Yeah”, or “Wonderful!” from them The students would even smile to each other, looking satisfied, before they continued with the quizzes One of the students who entered the interview shared his point of view: “The last time I experienced Quizizz was a few days ago but I still remember all the excitement I had when I got a correct answer on the test, which rarely happens on paper I must say Quizizz is quite good at keeping my interest…” (S1). Besides, this student really showed his interests when he talked about his experience with Quizizz through his facial expressions and tone of voice Therefore, so far, we can see that the level of affective engagement was quite high when the teacher carried out formative assessment on Quizizz

4.1.2 Students’ perceived levels of behavioural engagement when Quizizz is implemented in formative assessment

First of all, behavioural engagement was shown quite clearly during the observation sessions in the classroom, which took place before any other data collection method During these observation sessions, the students expressed themselves freely through gestures like clapping hands or giving each other high-fives whenever they chose the correct answers At times when they got the wrong answers, a lot of discussion would follow, and they really tried to figure out why the answer was incorrect, and which one would be the correct answer after all Some of the students even raised their hands to talk to the teacher and asked for a chance to start the game all over again, so they could do the test better.

What has been reported above means that during the formative tests on Quizizz, students actively engaged in the assessment activity This level of initiative will be illustrated in Chart 6 below.

Strongly Disagree Disagree Neutral Agree Strongly Agree 0

Doing formative tests on paper Doing formative tests on Quizizz

Figure 4 5 Methods of Carrying out Formative Tests Encourage Students to Participate

More Actively in the Assessment Activity

As can be seen from Figure 4.5, the numbers of students who both agreed and strongly agreed that carrying out formative tests on Quizizz encourages students to participate more actively in the assessment activity are higher than the numbers of those who agreed and strongly agreed with the opinion that the traditional way of doing progress tests brings encouragement to the learners Besides, there were around 20% of the students in total who disagreed and strongly disagreed with the opinion that doing progress tests on paper helps boost students’ active participation in the assessment activity, while none of the students disagreed or strongly disagreed with the similar opinion when the teacher used Quizizz as an assessment method instead Through this chart, we can assume that Quizizz plays an important role in motivating students to participate in assessment activities more actively, which hopefully will lead to more effective learning afterwards

Moreover, at a deeper level, Quizizz also encourages students to discuss the correct and incorrect answers more with their peers, which is a crucial practice for students if they really aim for effective learning and achieving better results in the end.

Strongly Disagree Disagree Neutral Agree Strongly Agree p e rc e n ta ge

Figure 4 6 Each Method Encourages Students to Discuss the Correct and Incorrect

As can be seen from Figure 6, only about 8% of the students disagreed with the statement that “doing progress tests on Quizizz encourages students to discuss the correct and incorrect answers”, and none of them chose the Strongly Disagree category on this statement About 24% of them were not sure about this, and the rest, which is approximately two-thirds of the participants, chose to agree or strongly agree that they felt encouraged to discuss the answers when they did tests on Quizizz However, these figures are quite similar to those illustrated on the paper tests’ side When the participants were asked whether the traditional paper tests encouraged them to discuss the right and wrong answers with their peers, none voted for the Strongly Disagree category, but the number of those who voted for the Disagreed category is higher than on Quizizz’s side(about 2% higher) Besides, the proportion of students who went for the Agree andStrongly Agree on this statement is slightly higher than the proportion of the students voting for the same statement but with Quizizz (also roughly 2% higher)

Suggestions from EFL students to reach a more effective way of applying Quizizz

Quizizz into students’ formative tests in the classroom

So far, it can be concluded that using Quizizz for formative assessment has brought about such great merits to EFL classrooms and helped the students become more engaged in the assessment activities When the students were asked if they would want their teacher to apply Quizizz into their English lessons or not, most of them answered yes.

A considerable 97% of the EFL students filled out in the Perception Questionnaire that they would like to have Quizizz in the process of learning and checking progress in the English class According to S5 in the interview:

I really want my teacher to apply Quizizz into our lessons in class First of all, Quizizz is very suitable for high school classes We can do a large number of exercises and questions in shorter time, so the teacher has more time to explain and clarify any part that we still have problems with Secondly, Quizizz can create an exciting atmosphere for us during the practice and assessment sessions That can greatly motivate us to study better compared to the traditional method. Finally, Quizizz brings about effectiveness for us in revising and recalling the previous lessons I find myself focus more on the questions, analyze them more carefully and also more quickly I have learnt to be faster in answering the questions now

Two other students also shared the similar opinion with S5 in their interview. Therefore, it seems that the students could truly recognize the benefits that Quizizz can offer to them in their learning

Besides, the students were also asked to give some recommendations to have a better application of Quizizz in the English classroom.

Table 4 6 Suggestions from Students to Apply Quizizz into English Lessons

Suggestions Percentage Quizizz should be applied regularly in teaching and learning

Quizizz should be applied regularly in the formative tests in class.

Quizizz should be applied regularly in the homework assigned after school.

Quizizz should be applied regularly in the periodic tests (15- minute tests, mid-term tests).

From Table 4.6, we can see that slightly more than half of the students supported the idea that Quizizz should be applied regularly in the process of teaching and learning in class. More particularly, two-thirds of them agreed that Quizizz should be applied regularly in the formative tests so that the teacher can easily keep track of students’ learning progress. However, not many of the students (only 14%) agreed to apply Quizizz into the periodical tests like 15-minute tests or mid-term tests In the interview, the researcher found out that some students still preferred to do tests on paper if the tests would be given marks, which means that they required more time to think, to analyze the questions, and to think of an answer S7 said in the interview:

When we do tests on Quizizz, we need to be quick because there is a time limit for each question Sometimes it is good for stimulating the brain, but the end results will not be maximized if I do not spend enough time analyzing the questions and answers There are a few times when I ended up choosing the wrong answer even though I could see the correct answer right next to it But being pressed for time sometimes makes me nervous and just go for the incorrect answer.

In other words, the students want to avoid the pressure of time when it comes to doing 15-minute tests or 45-minute tests as they need more time to think through their answers and get higher results on these tests They only want to do game-based progress tests when they are free from the pressure of scores.

The research also investigated which areas that the students would like their teacher to apply Quizizz in, and the results are shown in Figure 4.12 below.

Grammar Vocabulary Pronunciation and stress patterns

Figure 4 12 Areas that Quizizz Should be Used to Check Students’ Progress

It is clear that the most favourable area to do progress check with Quizizz is vocabulary, with almost 90% of the students choosing it The second most favourable aspect to carry out progress check on Quizizz is grammar, with nearly 80% of the students going for it. These are the two areas that were used in the classroom observation sessions for some investigation in this research Perhaps, that is why students are more familiar with these concepts and want to have more assessment sessions like that in the future Besides, there is one more area that EFL students want to incorporate into formative assessment sessions using a game-based assessment tool, and that is pronunciation and stress patterns More than 50% of the students chose this option, which is quite a positive result for the likelihood of Quizizz being used to check pronunciation and stress patterns in English classes According to an interviewee: “Checking pronunciation and stress patterns can be ideal if done on Quizizz because the questions will be very short and easy to follow, not like the grammar questions or questions for checking four English skills, which sometimes be quite long and take more time to process (S9) Indeed, it is advisable that teachers take advantage of the fact that tests for pronunciation and stress patterns are often brief and try to incorporate them into the fast-paced games on Quizizz for regular formative assessment.

Finally, students were also asked about the time they would prefer to have Quizizz in the lessons.

Table 4 7 Suggestions from Students on the Time Quizizz Should be Applied in the Class

Quizizz should be applied at the beginning of the lesson (as a warm-up activity).

Quizizz should be applied in the middle of the lesson (as a practice activity).

Quizizz should be applied at the end of the lesson (as a wrap-up activity).

From Table 4.7, the most suggested time to apply Quizizz in the classroom is at the end of the lesson (76.5%) This can be backed up by the response from S2 in the interview:

It would be great if we can have Quizizz at the end of the class That’s the time that we have just absorbed new knowledge from the teacher, and doing a progress check on Quizizz can help us aware of how much of the lesson we have taken in. Besides, the teacher can also be in control of the general situation of the students in class, how much we have understood and where we are more likely to make mistakes in

Moreover, to make the most of such progress checks on Quizizz, S2 also suggested that the teacher can provide students with the same progress tests on paper, so that the students can take that home and revise more carefully Another suggestion which was also preferred by the students is that Quizizz can be applied at the beginning of the lesson as a warm-up activity (50%) Even though the percentage of students supporting this opinion is not as high as the former one, it is still a good idea for teachers to useQuizizz at the beginning of the lesson as a way to check students’ understanding of the previous lesson This way, teachers can also keep track of how much the students have understood their lesson and will go over some points that the students still have difficulties understanding before moving on with the next lesson.

CONCLUSION

Summary of Findings

5.1.1 The effects of applying Quizizz into EFL students’ formative tests on the students’ engagement in the classroom

In general, the application of Quizizz into formative assessments in EFL classes has positive impacts on students’ engagement, whether it be affective engagement, behavioural engagement, or cognitive engagement.

Regarding affective engagement, Quizizz arouses a lot of interests and enjoyment in the students during the assessment sessions First of all, the students are more relaxed, comfortable and more interested in the assessment activity when they do the formative tests on Quizizz than when they do such tests on the traditional paper This can be attributed to the nature of game playing and also the feeling of competing against each other in the classroom throughout the game Secondly, the students expressed happiness and excitement when they got good results in the game, either on each question or at the end of the whole assessment session In fact, when they have one correct answer, they will feel more motivated and confident to move on to the next one

As for behavioural engagement, carrying out formative assessment on Quizizz gives students the freedom to express themselves more, either with facial expressions or gestures, and to discuss with their friends more about the tests The students seem to smile a lot and enthusiastically participate in the progress check acitivity when they do it on Quizizz Besides, they have the tendency to discuss the correct and incorrect answers with their friends on the spot, so that they can know where they have made mistakes in and improve that in the next question or with the next assessment session on Quizizz In other words, Quizizz has encouraged the students to be more active and engaged in the assessment activity, not just for the sake of completing the tests and checking their learning progress, but actually learning and improving after each progress test they finish.

Finally, EFL students’ cognitive engagement is also positively influenced by the use of Quizizz in the classroom for assessment purposes The students feel more encouraged and motivated to ask for clarification about the things they still have difficulties understanding when they complete formative tests on Quizizz than on paper. They feel the urge to know right away why they are wrong, and even why they are right on each question This, according to them, can help them recognize the correct and incorrect answers faster, and eventually do better on later tests As a result, the students can understand and remember the knowledge from the previous lessons much more effectively

5.1.2 EFL students’ perceptions towards the application of Quizizz into formative tests in the classroom

From the students’ perspective, Quizizz brings about a number of benefits that make the tool itself suitable for formative assessment activity in EFL classrooms

Firstly, the assessment activity can be carried out in groups, in pairs or only individually on Quizizz This is great for those who do not have an electronic device with them at school, perhaps leaving it at home or not having one, as they can join with one or two other friends and help each other out to complete the tests Secondly, students can easily and quickly access the game with the code that the teacher provides With good wi- fi connection, the students can simply go on to quizizz.com, enter the code on the teacher’s screen and go directly to the test already was designed for them Besides,Quizizz is user-friendly, and it has such great assisting tools available in every game session on the platform, which is greatly useful for the students to enjoy their time onQuizizz playing and learning at the same time Last but not least, EFL students think thatQuizizz is an unquestionably fun and interesting platform, making the assessment process in class more engaging compared to the conventional method, and it is such an effective tool in encouraging students to improve themselves and perform better in class eventually EFL students think that Quizizz brings some something new and exciting to the assessment activity, unlike the traditional paper tests, where it can sometimes be so dull that the students may feel sleepy and unmotivated to study With Quizizz, the students are motivated to try harder to understand their lessons and do the better on the tests, hence, they can eventually improve their learning outcome in class.

However, despite the advantages that Quizizz brings to the class, there are several drawbacks that teachers need to take into consideration when applying this tool into formative assessment

The most typical problem that often occurs when using technological devices in class is the problem with internet connection Poor wi-fi connection can sometimes interrupt the process of the assessment activity or prevent the activity from taking place at all, which can be quite disturbing for both the teacher and the students Besides, some technical problems from the students’, as well as the teacher’s, devices are also unavoidable There are times when the students’ gadgets completely freeze or sudden logouts occur, students have no choice but to move to another table to work with another group, which can lead to a decrease in the effectiveness of the assessment activity Apart from the technical problems, there are two more major downsides of carrying out formative assessment on Quizizz that teachers should consider before applying it in the classroom One is the fact that students pay more attention to winning the game than revising their knowledge, and, because of this, the other downside is that some students tend to depend more on their friends when working in pairs rather than making efforts themselves to complete the tests These may greatly affect the reliability of the end results as well as the effectiveness of the assessment activity as a whole Therefore,solutions to these shortcomings are necessary for teachers to have more effective assessment sessions with Quizizz in class.

5.1.3 Suggestions for more effective ways of applying Quizizz into EFL students’ formative tests in the classroom

Considering all the benefits and drawbacks of applying Quizizz into formative assessment activities in class, the students still want their teacher to use this game-based assessment tool to check their learning progress Along with that, they have put forward some suggestions so that Quizizz can be used more effectively in the classroom.

The students suggest that Quizizz should be used regularly in teaching and learning in EFL classes, especially for the progress check activities They think that this alternative method to the conventional one helps boost their engagement in class, as well as their motivation to study more Also, Quizizz is believed to be suitable for formative assessment because the assessment sessions often take shorter time on Quizizz than on paper, and the teacher can also have instant results of students’ progress on the screen right after the session finishes As a result, the teacher and students can have more time for correction, explanation and clarification for all the points that are hard to understand, which is beneficial for the students’ learning progress.

There are three main areas that are considered the most suitable for carrying out progress check on Quizizz, and they are vocabulary, grammar, and pronunciation - stress patterns This is because the questions for these areas can be quite brief and easy to follow, unlike the questions for testing four main skills of English, which can sometimes be quite long and take more time to process All of the questions on Quizizz have a time limit, so the students feel a bit pressured about this aspect Therefore, they suggest that the teacher apply Quizizz to the above-mentioned areas, where the questions are simple and brief, so they can have enough time to process the questions and can be more confident about the answers they choose

As for the suitable time in the lesson to use Quizizz, the students suggest thatQuizizz should be used either at the beginning or at the end of a lesson in class The teacher can use Quizizz to organize a warm-up activity at the beginning of the lesson to check students’ understanding of the previous lesson or organize a wrap-up activity at the end of the lesson to check students’ understanding of the lesson they have just learned right in that period Either way, the progress check will be optimized if the teacher prepares another version of the test on paper so that students can take paper handouts home and revise by themselves to maximize their study.

Implications

From the achieved results, there are some pedagogical implications for more effective use of Quizizz for the purpose of formative assessment in EFL classes

For the teachers, it is advisable that they use Quizizz regularly to keep track of students’ learning progress, especially in terms of vocabulary, grammar, and pronunciation and stress patterns For the assessment process to go smoothly, teachers should anticipate some potential technical problems that might happen in the session and have back-up plans for them prior to the lesson in class Besides, teachers need to have a certain level of flexibility to quickly solve the problems on the spot when they happen in the classroom so that the assessment process will be done in the most effective way possible One more crucial thing is that teachers should make sure that everyone in the class is involved both in the testing process and correction process, despite any problems taking place Finally, teachers can combine the online games on Quizizz with the paper handouts for later revision at home This can help optimize the students’ learning process and ultimately lead to better results in the end

For the students, students should also have some preparation in advance in terms of technological devices so that the assessment session can be carried out smoothly in the class For the students, it is suggested that they pay attention to the lessons in class and revise at home after each lesson so that they can do well on the Quizizz tests Moreover, it is essential that students be careful not to be carried away in the competition onQuizizz Students should not be too eager to win to the point that they overtly depend on other factors, rather than their own knowledge, to get a high ranking in the game.Students, in fact, should only view the games on Quizizz as a way to keep track of their own progress, and they should try their best to complete those progress tests while enjoying the fun of playing games and reviewing their lessons at the same time Last but not least, students should pay careful attention to the teacher’s correction at the end of tests and raise as many questions as needed to clarify the problems they have with the lessons This should be of great help for the students’ overall progress in learning and is expected to bring better learning outcome later on.

Limitations of the study

Even though this study came up with some valuable results and implications, it still has certain limitations that need to be taken into consideration The first shortcoming is about the use of Quizizz for the research The time limit for each question on Quizizz and the types of questions were not used flexibly, so the use of this online assessment tool was actually not examined to its full potential Besides, the scope of the research was limited to only seventy high school students in ……high school Correspondingly, it is difficult to generalize or apply the research findings to other high schools’ contexts in

… City, where the teaching and learning environments, students’ proficiency levels, as well as lots of other factors are different Nonetheless, some conclusions can be drawn from the findings that may be relevant to other contexts.

Recommendations for further studies

With the results of this study, there are some recommendations for further studies in the future In order to be more reliable and fully accurate, the data of the study should be collected on a larger scale, not only within ….high school but also in other high schools, both in the city center but also in rural areas Additionally, not only are vocabulary and grammar used for formative assessment on Quizizz, but pronunciation and stress patterns should also be used together with this game-based assessment tool to give students more dynamic and exciting assessment sessions in the EFL classroom.Besides, the time limit for each question and the types of questions on Quizizz should be used more flexibly for better results, depending on the lessons, the nature of the assessment activity, or its purposes

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Doing practice tests on Quizizz Rating

1 The students are interested and engaged in the test.

2 The students are confident when choosing the answers.

3 The students hope to do the tests well.

4 The students feel pressured when choosing the incorrect answers.

5 The students are delighted when choosing the correct answers.

6 The students are excited when they get good final results.

7 The students love it when they get to compete with others in class.

Doing practice tests on Quizizz Rating

8 The students feel tired and pressured when doing the test.

9 The students feel bored with the test.

10 The students are comfortable when doing the test.

11 The students feel happy and excited.

12 The students feel less worried and less pressured when they choose the incorrect answers.

13 The students discuss the correct and incorrect answers with friends a lot.

14 The students cooperate with each other more while doing the test.

Doing practice tests on Quizizz Rating

15 The students actively join in to complete the test.

16 The students pay attention in the practice test.

17 The students are distracted when doing the test.

18 The students try do be more careful with the latter questions once they choose an incorrect answer.

19 The students read the questions and choose the answers carefully.

20 The students remember the learned lessons better.

21 The students can recognize the correct and incorrect answers faster.

22 The students take initiative in raising questions about the things they do not understand.

Dear students! I am a Master’s student from … University of Foreign Languages I am currently doing a thesis titled “USING QUIZIZZ FOR GAME-BASED FORMATIVE

ASSESSMENT IN EFL HIGH SCHOOL CLASSES: AN EXAMINATION OF STUDENTS’

ENGAGEMENT AND PERCEPTIONS” Quizizz is a game-based educational website where teachers can create tests and quizzes for students to do as a game or as an online competition in the classroom The results of the game will then be utilized by the teachers to assess students’ understanding of the lessons or students’ learning progress in general.

Below is the questionnaire to find out the students’ engagement level when using Quizizz for formative assessment in the classroom I hope you would take some time to answer the questions Thank you very much for your cooperation!

2 Which class are you in?

3 How long have you learnt English?

4 Have you ever used any online applications or online games to learn English?

5 Which online applications and online games have you used to learn English?

6 How long have you used those online applications and online games to learn English?

Doing formative tests on paper Doing formative tests on

Using this method for the formative tests …

2 makes me more confident when choosing the answers.

3 makes me want to do better on the tests.

4 makes me feel pressured when choosing the wrong answers.

5 makes me happy when choosing the correct answers.

6 makes me interested and excited when getting a good result.

7 makes me feel interested because I get to compete with others.

8 makes me feel tired and pressured

9 makes me feel bored in class

10 makes me feel comfortable in class.

Doing formative tests on paper Doing formative tests on

Using this method for the formative tests …

11 makes me happy and excited.

12 makes me feel pressured because

I have to choose the correct answers

13 makes me feel less nervous and less pressured when choosing the incorrect answers.

14 makes me feel pressured when I do not do the well on the tests.

15 makes me look forward to

16 makes me feel motivated to do well on the tests.

17 makes me feel motivated to learn

18 makes me want to do the tests with this method again in later classes.

Using this method for the formative tests …

19 encourages me to discuss the correct and incorrect answers more with friends.

20 encourages me to collaborate with my friends more throughout the process

Doing formative tests on paper Doing formative tests on

Using this method for the formative tests …

21 encourages me to participate more actively in the assessment activity.

22 makes me pay more attention to the assessment activity.

23 makes me distracted when doing the tests.

24 encourages me to try to do better and more carefully after I choose an incorrect answer.

25 encourages me to try to read the questions and choose the answers more carefully.

Using this method for the formative tests …

26 helps me remember the lessons longer.

27 helps me understand the lessons better.

28 encourages me to be more active in raising questions when I have problems understanding something.

29 helps me recognize the correct and incorrect answers faster.

30 helps me revise learnt lessons more effectively.

APPENDIX 3 BẢNG CÂU HỎI VỀ MỨC ĐỘ HỨNG THÚ

Xin chào các bạn! Mình là học viên Cao học ngành Lý luận và Phương pháp giảng dạy bộ môn

Tiếng Anh tại Trường Đại học…… Hiện tại, mình đang làm đề tài luận văn “KHẢO SÁT

MỨC ĐỘ THAM GIA VÀ NHẬN THỨC CỦA HỌC SINH VỀ VIỆC SỬ DỤNG QUIZIZZ

CHO HOẠT ĐỘNG ĐÁNH GIÁ THƯỜNG XUYÊN THÔNG QUA TRÒ CHƠI Ở CÁC LỚP

HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ” Quizizz là một trang web giáo dục dựa trên những trò chơi Đây là nơi giáo viên có thể tạo ra những bài kiểm tra và những câu đố cho học sinh, và học sinh có thể làm các bài kiểm tra này như một trò chơi có tính cạnh tranh trong lớp học Kết quả của trò chơi sẽ được giáo viên dùng để đánh mức độ hiểu bài của học sinh hoặc tiến độ học tập của học sinh.

Dưới đây là bảng câu hỏi để tìm hiểu mức độ tham gia của học sinh khi sử dụng Quizizz cho việc đánh giá thường xuyên ở trong lớp học Mình hi vọng các bạn sẽ dành ít thời gian để hoàn thành bảng câu hỏi này Cảm ơn rất nhiều vì sự hợp tác của các bạn!

1 Họ và tên bạn là gì?

3 Bạn học tiếng Anh được bao lâu rồi?

4 Bạn đã từng dùng các ứng dụng hoặc trò chơi online nào để học tiếng Anh chưa?

5 Những ứng dụng và trò chơi online bạn đã dùng để học tiếng Anh là gì?

6 Bạn đã dùng những ứng dụng và trò chơi online đó để học tiếng Anh được bao lâu rồi?

BẢNG CÂU HỎI VỀ MỨC ĐỘ HỨNG THÚ

Làm bài tập trên giấy Làm bài tập trên Quizizz

Việc sử dụng công cụ này cho các bài tập đánh giá thường xuyên …

1 tạo hứng thú cho em.

2 khiến em tự tin hơn khi chọn đáp án.

3 khiến em mong muốn hoàn thành bài tốt hơn.

4 khiến em cảm thấy áp lực khi chọn đáp án sai.

5 khiến em có cảm giác vui mỗi khi chọn được đáp án đúng.

6 khiến em cảm thấy thích thú và phấn khích khi đạt kết quả tốt.

7 khiến em có cảm giác thích thú khi được cạnh tranh với các bạn khác.

8 khiến em cảm giác mệt mỏi và nặng nề.

9 khiến em cảm giác buồn chán trong giờ học.

10 khiến em có cảm giác thoải mái trong giờ học.

BẢNG CÂU HỎI VỀ MỨC ĐỘ HỨNG THÚ

Làm bài tập trên giấy Làm bài tập trên Quizizz

Việc sử dụng công cụ này cho các bài tập đánh giá thường xuyên …

11 khiến em có cảm giác vui vẻ và phấn khởi.

12 khiến em có cảm giác áp lực vì cần phải chọn đáp án đúng.

13 khiến em cảm thấy ít lo lắng, ít áp lực hơn khi chọn câu trả lời sai.

14 khiến em cảm giác áp lực khi không hoàn thành tốt bài.

15 khiến em mong chờ đến tiết học tiếng Anh hơn.

16 khiến em cảm giác có động lực để hoàn thành bài tốt.

17 khiến em cảm giác có động lực muốn học tiếng Anh tốt hơn.

18 khiến em mong muốn được làm bài với công cụ này vào các tiết học sau.

Việc sử dụng công cụ này cho các bài tập đánh giá thường xuyên …

19 khiến em thảo luận với bạn bè nhiều hơn về các đáp án đúng và sai.

20 khiến em hợp tác với bạn mình nhiều hơn trong quá trình làm bài.

BẢNG CÂU HỎI VỀ MỨC ĐỘ HỨNG THÚ

Làm bài tập trên giấy Làm bài tập trên Quizizz

Việc sử dụng công cụ này cho các bài tập đánh giá thường xuyên …

21 khiến em tham gia làm bài tích cực hơn.

22 khiến em chú ý hơn vào hoạt động kiểm tra đánh giá.

23 khiến em xao nhãng khi làm bài.

24 khiến em cố gắng làm cẩn thận hơn ở các câu sau mỗi khi chọn một đáp án sai.

25 khiến em luôn cố gắng đọc câu hỏi thật kĩ và làm bài cẩn thận.

Việc sử dụng công cụ này cho các bài tập đánh giá thường xuyên …

26 giúp em nhớ bài lâu hơn.

27 giúp em hiểu bài hơn.

28 khiến em chủ động hơn trong việc nêu câu hỏi khi gặp vấn đề chưa hiểu.

29 giúp em nhận biết được đáp án đúng và sai nhanh hơn.

30 giúp em củng cố lại bài đã học một cách tốt hơn.

Dear students! I am a Master’s student from ……University of Foreign Languages I am currently doing a thesis titled “USING QUIZIZZ FOR GAME-BASED FORMATIVE ASSESSMENT IN EFL HIGH SCHOOL CLASSES: AN EXAMINATION OF STUDENTS’ ENGAGEMENT AND PERCEPTIONS” Quizizz is a game-based educational website where teachers can create tests and quizzes for students to do as a game or as an online competition in the classroom The results of the game will then be utilized by the teachers to assess students’ understanding of the lessons or students’ learning progress in general.

Below is the questionnaire to find out the students’ perceptions of using Quizizz for formative assessment in the classroom I hope you would take some time to answer the questions Thank you very much for your cooperation!

I Advantages/Benefits when using Quizizz in the classroom.

1 Quizizz brings a good atmosphere to the classroom because: a The games are fun and interesting. b Students are less stressed and pressured while learning. c Students can discuss and exchange knowledge comfortably. d Students have the chance to interact and compete with others and do not have to worry about scores. e Others:………

2 Quizizz is a useful assessment tool because: a Students can access the games quickly and easily on the web. b Quizizz’s interface is simple and user-friendly. c Students can easily play the games individually, in pairs or in groups. d Students can carry out tasks easily on Quizizz. e Quizizz offers multiple tools to help students complete the tests better. f Others:………

3 Quizizz helps students revise their English lessons effectively because: a Quizizz motivates students to recognize the correct and incorrect answers faster when competing with others. b Quizizz encourages students to do the formative tests more carefully and better after getting an incorrect answer. c Quizizz encourages students to participate in the assessment activities more engagingly. d Quizizz gives students more motivation to improve their learning results through the results they get after playing on Quizizz. e Others:………

4 Please share some of your positive feelings when doing formative tests with Quizizz

5 Please share some of the positive differences between doing formative tests on Quizizz, compared with doing formative tests on paper

II Drawbacks/Challenges when using Quizizz in the classroom.

6 Doing formative tests on Quizizz is easily interrupted by: a Internet connection problems. b (bị thoát màn hình, bị đứng màn hình, …) Problems on students’ device c (bị thoát màn hình, bị đứng màn hình, …) Problems on the device in the classroom. d Others:………

7 It is easy to get distracted when doing formative tests on Quizizz because students can use their device for different purposes like: a Playing games. b Texting. c Going on social media (Facebook, Instagram, Tiktok,…) d Others:………

8 Doing formative tests on Quizizz can hardly bring about effectiveness in formative assessment because: a Weak students can depend on better students to complete the tests. b Students can use assisting tools in the games to achieve higher scores instead of reflecting on their previous lessons to get the right answers. c Students only try to finish the game and do not make efforts to remember the previous lessons and truly revise their knowledge. d Others:………

9 Please share some of your negative feelings when doing formative tests with Quizizz

10 Please share some of the negative differences between doing formative tests with Quizizz, compared with doing formative tests on papers.

III Students’ suggestions towards using Quizizz in the classroom.

11 Do you want teachers to apply Quizizz into the process of teaching English? a Yes b No

12 In your opinion, Quizizz should be applied… a regularly in teaching and learning English. b regularly in the formative tests in class. c regularly in the homework assigned after school. d regularly in the periodic tests (15-minute tests, mid-term tests) e Others:………

13 You want to apply Quizizz into checking: a Grammar. b Vocabulary c Pronunciation and stress patterns. d Others:………

14 At what stage of the lesson do you want Quizizz to be applied? a At the beginning of the lesson (as a warm-up activity). b In the middle of the lesson (as a practice activity). c At the end of the lesson (as a wrap-up activity). d Others:………

15 Do you want to use Quizizz into your English self-study in the future? Why? a Yes ………

APPENDIX 5 BẢNG CÂU HỎI VỀ NHẬN THỨC

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