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 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 LIST OF FIGURES Figure Methods of Doing Formative Tests Arousing Students’ Interests 35 Figure EFL Students’ Feelings when Doing Formative Tests on both Methods .36 Figure Students’ Usernames on Quizizz 38 Figure 4 Students’ Feelings when Choosing the Correct Answers and Getting Good Results on Quizizz 38 Figure Methods of Carrying out Formative Tests Encourage Students to Participate More Actively in the Assessment Activity .40 Figure Each Method Encourages Students to Discuss the Correct and Incorrect Answers 41 Figure Methods of Carrying out Formative Tests Encourage Students to Try and Do Better 42 Figure Raising Questions when Having Problems Understanding 44 Figure Reasons Why Quizizz is a Useful Assessment Tool 47 Figure 10 Factors Disrupting Formative Assessment Sessions on Quizizz 51 Figure 11 Distracting Factors on the Phone .52 Figure 12 Areas that Quizizz Should be Used to Check Students’ Progress 56 LIST OF TABLE Table Participants’ Background Information 25 Table Main Clusters in Engagement Questionnaire 27 Table 3 Main clusters in Perception Questionnaire 28 Y Table Effects of Quizizz on EFL Students’ Engagement Levels in Class .34 Table Mean Score Interpretation .35 Table EFL Students’ Cognitive Engagement Levels .46 Table 4 Benefits of Applying Quizizz into Formative Assessment 49 Table Drawbacks of Applying Quizizz into Formative Assessment .53 Table Suggestions from Students to Apply Quizizz into English Lessons 55 Table Suggestions from Students on the Time Quizizz Should be Applied in the Class 58 TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Rationale 1.3 Aims of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Thesis overview .8 CHAPTER 2: LITERATURE REVIEW 10 2.1 Formative Assessment 10 2.1.1 Traditional Formative Assessment Methods 11 2.1.2 Game-based formative assessments as an alternative for traditional tests .13 2.2 Quizizz 14 2.2.1 Definition 14 2.2.2 Benefits of using Quizizz in English classrooms 17 2.3 Students’ engagement in the classroom .18 2.3.1 Affective engagement 19 2.3.2 Behavioural engagement .19 2.3.3 Cognitive engagement 20 2.4 Previous studies 20 2.4.1 Effects of using Quizizz on students’ engagement in class 20 2.4.2 Students’ perceptions towards the use of Quizizz in class .21 2.4.3 Research Gaps .22 CHAPTER 3: RESEARCH METHODOLOGY 24 3.1 Research design and method 24 3.2 Participants of the study .25 3.3 Research instruments 25 3.3.1 Classroom observation 25 3.3.2 Questionnaire 26 3.3.3 Interview 28 3.4 Procedure 30 3.4.1 Classroom observation 30 3.4.2 Questionnaire administration 30 3.4.3 Interview conducting 31 3.4.4 Reliability and validity 31 3.5 Data Analysis 32 3.5.1 Classroom observation 33 3.5.2 Questionnaire 33 3.5.3 Interview 33 CHAPTER FINDINGS AND DISCUSSION 34 4.1 Perceived benefits of applying Quizizz into formative tests on the students’ engagement in the classroom 34 4.1.1 Students’ perceived levels of affective engagement when Quizizz is implemented in formative assessment .36 4.1.2 Students’ perceived levels of behavioural engagement when Quizizz is implemented in formative assessment .40 4.1.3 Students’ perceived levels of cognitive engagement when Quizizz is implemented in formative assessment .45 4.2 EFL students’ perceptions towards the application of Quizizz into students’ formative tests in the classroom 48 4.2.1 Benefits of applying Quizizz into EFL students’ formative tests in the classroom 48 4.2.2 Drawbacks of applying Quizizz into EFL students’ formative tests in the classroom 51 4.3 Suggestions from EFL students to reach a more effective way of applying Quizizz into students’ formative tests in the classroom 55 CHAPTER 5: CONCLUSION 60 5.1 Summary of Findings 60 5.1.1 The effects of applying Quizizz into EFL students’ formative tests on the students’ engagement in the classroom 60 5.1.2 EFL students’ perceptions towards the application of Quizizz into formative tests in the classroom .61 5.1.3 Suggestions for more effective ways of applying Quizizz into EFL students’ formative tests in the classroom 63 5.2 Implications 64 5.3 Limitations of the study .65 5.4 Recommendations for further studies 65 CHAPTER 1: INTRODUCTION 1.1 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 using Quizizz 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 1.2 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 1.3 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: