An exploratory study of google form and quizizz intergration for online assessment of lower secondary school students writing skills

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES ------ TRAN THI THU TRA AN EXPLORATORY STUDY OF GOOGLE FORM AND QUIZIZZ INTEGRATION FOR ONLINE ASSESSMENT Trang 2 THAI NGU

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES  TRAN THI THU TRA AN EXPLORATORY STUDY OF GOOGLE FORM AND QUIZIZZ INTEGRATION FOR ONLINE ASSESSMENT OF LOWER SECONDARY SCHOOL STUDENTS’ WRITING SKILLS M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN, 2023 i THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES  TRAN THI THU TRA AN EXPLORATORY STUDY OF GOOGLE FORM AND QUIZIZZ INTEGRATION FOR ONLINE ASSESSMENT OF LOWER SECONDARY SCHOOL STUDENTS’ WRITING SKILLS M.A THESIS (EXPLORATORY RESEARCH) Field : English Linguistics Code : 8220201 Supervisor: Nguyen Thi Hong Chuyen, Ph D THAI NGUYEN, 2023 ii ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ  TRAN THI THU TRA NGHIÊN CỨU KHÁM PHÁ VỀ TÍCH HỢP GOOGLE FORM VÀ QUIZIZZ ĐỂ ĐÁNH GIÁ TRỰC TUYẾN KỸ NĂNG VIẾT CỦA HỌC SINH TRUNG HỌC CƠ SỞ LUẬN VĂN THẠC SĨ (Nghiên cứu khám phá) Ngành : Ngôn ngữ Anh Mã số : 8220201 Giảng viên hướng dẫn :TS Nguyễn Thị Hồng Chuyên THÁI NGUYÊN, 2023 iii DECLARATION I certify that the minor thesis entitled “An exploratory study of Google Form and Quizizz integration for online assessment of lower secondary school students’ writing skills” was submitted in partial fulfillment of the requirements for the degree of Master of English Linguistics is the result of my own work This minor thesis has not been submitted for any degree to any other universities or institutions Approved by Thai Nguyen, February 2023 SUPERVISOR Author’s signature Nguyen Thi Hong Chuyen, PhD Tran Thi Thu Tra i ACKNOWLEDGMENTS I want to send a special thanks to those who have supported and given me many useful advices throughout the process of doing this research First, I am grateful to my family and friends for their support and encouragement during this process Thanks for always encouraging and inspiring me throughout my time to pursue this research Their love and guidance have helped me overcome the strain when working on research Second, I want to express special gratitude to my supervisor Nguyen Thi Hong Chuyen Ph.D Thank you for spending so many hours with me conferencing and assisting me with my research and writing Thank you for guiding me through this process and for your encouragement I appreciate everything you've done to help me grow as an educator and writer Finally, I would like to thanks all the lecturers of the Faculty of Post – Graduate Studies, Thai Nguyen University for their valuable teaching and assistance during my study here In addition, I would like to send my special thanks to all the participants in the research, whose contributions are very meaningful in the completion of this paper ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF CHARTS .iv LIST OF TABLE iv ABSTRACT v CHAPTER I: INTRODUCTION .1 1.1 Background to the study .1 1.2 The aim of the study and research questions 2 1.3 Scope of the study 3 1.4 Significance of the study .3 CHAPTER II: LITERATURE REVIEW 5 2.1 Writing skills 5 2.1.1 Definition of Writing skills 5 2.1.2 Types of writing 5 2.1.3 The importance of Writing Skills in English learning 7 2.1.4 Online writing assessment 8 2.2 Assessment 9 2.2.1 Definition of Assessment 9 2.2.2 Types of Assessment 10 2.2.3 Online assessment .11 2.2.4 Advantages of online assessment 12 2.2.5 Disadvantages of online assessment .13 2.2.6 Difficulties in online assessment 15 2.2.7 Criteria to assess writing skills .17 2.3 Technology in Online writing assessment 19 2.3.1 GG Form in assessing writing skills online 21 2.3.2 Quizizz in assessing writing skills online 24 2.4 Integrating GG and Quizizz in online writing assessment 26 2.5 Previous researches… 28 iii CHAPTER 3: METHODOLOGY .29 3.1 Research questions 29 3.2 The subjects 31 3.3 The data collection instruments 32 3.3.1 Questionnaire 32 3.3.2 Interview .32 3.4 Data analysis tool 33 CHAPTER IV: FINDINGS AND DISCUSSION .35 An overview of the result 35 4.1 Research question 1 (What effect is online assessment of students’ writing skills currently employed at the school?) .36 4.2 Research question 2 (To what extent does integrating Google Form and Quizizz improve online assessment of students’ writing skills as perceived by the teachers and the students?) .51 CHAPTER V: CONCLUSIONS AND RECOMMENDATION 35 5.1 Summary of the study 59 5.2 Major findings of the study .59 5.2.1.The current situation of online assessment of students’ writing skills employed at the school 59 5.2.2.The effectiveness of integrating Google Form and Quizizz improve online assessment of students’ writing skills 60 5.2.Limitations of the study .61 5.3.Suggestions for further research 62 REFERENCE 63 APPENDICES 68 iv LIST OF CHARTS Chart 1 Percentage Experience of Students' Computer Competence 36 Chart 2: Students’ liking level of using GG Form and Quizizz 56 Chart 3: Students’ confidence level after using GG Form and Quizizz 56 LIST OF TABLE Table 1: Percentage Distribution of Students’ Computer Competence 36 Table 2.1: Frequencies, Percentages and Means of Student Agreement in Online Assessment System “Screen and Interface Design” (Pre) 38 Table 3.1.: Frequencies, Percentages and Means of Student Agreement in Online Assessment System “System Use” (Pre) .40 Table 4.1: Frequencies, Percentages, and Means of Student Agreement about “Impacts on Learning Process (Pre) 41 Table 5.1: Percentages and Means of Student Agreement in Online Assessment System (Student opinions) (Pre) 43 Table 6: Common online writing assessment methods 44 Table 7: Advantages and disadvantages of online writing assessments .48 Table 8: Advantages and disadvantages of GG Form and Quizizz .50 Table 9: Teachers’ perceptions 50 Table 2.2: Frequencies, Percentages and Means of Student Agreement in Online Assessment System “Screen and Interface Design” (Post) 52 Table 3.2.: Frequencies, Percentages and Means of Student Agreement in Online Assessment System “System Use” (Post) 53 Table 4.2.: Frequencies, Percentages, and Means of Student Agreement about “Impacts on Learning Process (Post) 55 iv v ABSTRACT The Covid-19 epidemic necessitated online learning Similarly, the assessment has to be completed online The purpose of this study is to look at the existing scenario of online assessing writing skills for students at lower secondary school, as well as how merging Google Forms and Quizizz may enhance online writing skills assessment for lower secondary school students The questionnaires and structured interviews are employed in the study The participants in the research are students in grade 8 and their English teachers Questionnaires and interviews were given to English teachers so that researchers can learn more about how the teacher administered the online learning writing exam and how students react to the current situation As a result, the researcher investigates "An exploratory study of Google Form and Quizizz integration for online assessment of lower secondary school students’ writing skills" in the hope that the research explored how the online assessment has been carried out and how to improve the practices as perceived by the teachers and by the students The study concludes that there may be a need for teachers training to perform online assessments, particularly for writing skills, and that other researchers should do studies on online assessments for the other three skills: listening, speaking, and reading Keywords: writing skills, online assessment, integration, Google Form, Quizizz vvi CHAPTER I: INTRODUCTION 1.1 Background to the study Due to the worldwide health emergency caused by the COVID-19 pandemic in the early months of 2020, most educational institutions throughout the globe were obliged to adapt their teaching approaches and transform them into new tactics fit with online learning The majority of institutions struggled to adapt and implement the digital technologies required for remote learning However, other recent research appeared to concur that educational institutions were unprepared for such a quick change to emergency remote instruction There has been an increase in the number of experiences shared throughout the world analyzing how this circumstance has influenced instructors and students, with a concentration on secondary level teaching and learning but not so much on online evaluation and assessments during the epidemic In these situations, each school implemented a unique solution, which often included particular online testing tools and platforms for distance learning, such as video chat programs, as well as basic directions and instructions During the lockdown, everyone emphasized and encouraged continual evaluation strategies This has been a clear trend in recent years, as ongoing evaluation methods are regarded as critical for ensuring that corrective actions that assist students during the learning process are implemented as soon as possible, but has become especially emphasized in the period of online teaching due to the COVID-19 crisis On the one hand, online learning can help with this because there are now numerous collaborative technologies that allow students to collaborate It is important to distinguish between formative and summative evaluation in this discipline Formative assessment is more casual, with the goal of increasing students' learning while supplementing and assisting the more traditional and formal summative evaluation based on essays, tests, and examinations Formative assessment has been shown to raise student accomplishment despite its informal aspect, or even because of it, therefore it should be promoted, not ignored, in online contexts to promote student engagement and involvement 1