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

INTRODUCTION

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

As everyone is aware, assessment is a cornerstone of every educational system, and the role that assessment plays as a high-stakes instrument for accountability has heightened interest in teachers' assessment literacy (Popham, 2013) Assessment- literate educators are required to understand what they are measuring, why they are assessing it, which assessment techniques are most successful, and how to build solid assessment procedures while avoiding unsound assessment measures (Chappuis et al.,

2011) There is a lot to be learnt about university teaching staff evaluation techniques as the landscape has changed over the years, and especially in 2020 with the pandemic The pandemic of coronavirus disease 2019 (COVID-19) caused unforeseen changes in teaching, learning, and evaluation procedures in higher education throughout the world The documenting of this event and the procedures used provides us with a better knowledge of faculty evaluation processes during times of uncertainty, as well as how they might be used and perpetuated after the epidemic

A lack of explicit specifications and standards makes it difficult to understand assessment techniques and their underlying concepts in the context of lower secondary education As a result, substantial variances in its conception and the practical ramifications are to be expected As a result, additional information about the lower secondary school setting is required to contextualize assessment experiences, practices, and professional development requirements throughout the transition to online assessment This study addresses this need by assessing the efficacy of integrating Google Forms and Quizizz in testing and assessing writing skills for lower secondary school students; this is expected to provide useful insights into how teachers across the lower secondary school dealt with the changes during the COVID-19 crisis.

The aim of the study and research questions

The research was conducted to investigate the current situation of the online writing skills assessment which was carried out at a lower secondary school and showed how integrating Google Form and Quizizz could improve practices as perceived by the teachers and by the students

The aims of this study were investigated through the following research questions:

1 What effect is online assessment of students’ writing skills currently employed at the school?

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?

Scope of the study

Firstly, because the definition of “online writing skills assessment” is new and it consumes a lot of meaning, this definition was recommended for the next research of researcher or other teachers who want to extend the scope of investigation about English activities

Secondly, the sample size of the study is rather small (50 participants) although the findings of this study quite promisingly proved the effectiveness of differentiated instructions by learning styles on motivation, any replication and generalization from this study should be done with great caution

Thirdly, the analysis of the results was not so effective and productive The survey results should be analyzed by software like SPSS, so the reliability of the results would be raised and a large quantity of data could be processed quickly and efficiently Because of this limitation in analysis instrument, the researcher was made to choose exploratory study with small sample size so that the researcher could handle them best

Last but not least, the time of the research was quite short Moreover, most governments around the world, including Vietnam, have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic These nationwide closures are strongly impacting over student population and it also affected the time and the result of the research (Because school facilitates the continuity of education for all through remote learning) Therefore, the results may be superficial and shallow Covering as much of the syllabus as possible would be better, but the research suffered from the time constraint.

Significance of the study

Firstly, a pilot research was conducted The pilot study was designed to determine the use of the questionnaire and whether it reflected the research objectives

It would also assist the researcher in determining whether the language used in the

4 questionnaire was appropriate for the students' level of ability, and what should be adjusted or explained Furthermore, a questionnaire pilot study would allow the researcher to evaluate how much time it would take to complete all of the questions The pilot survey had ten students They were given detailed instructions on how to answer the questions The amount of time these pupils had to finish their homework was clearly indicated

After completing the first stage, students were asked to complete the questionnaire online They were given enough time to thoroughly answer the questions Students were advised that their responses would be kept confidential and would not affect their marks

At the same time, teachers participated in an interview to help the researcher determine what elements influenced the online assessment

Following the pre-questionnaire and pre-interview, the researcher advised and guided teachers to use both platforms

Lastly, students and teachers took post-questionnaires and post-interviews This research is significant because it helps teachers evaluate effectively students’ understanding of lessons in each unit by tests and assessments along with enhancing their English studying motivations and practicing English as much as possible and the important role of providing English assessments as the study support

In addition, in Vietnam in general, there are rarely researchers who have studied deeply on online English testing and assessing everyone as the Platforms which provide teachers suitable tools for each kind of test and assessment The purpose of this project was to examine the use of Google Forms and Quizizz as writing assessments in lower secondary English classrooms Google Forms and Quizizz are free and underutilized tools available to educators that could fulfill a role in providing assessment To date, there is no research concerning the link between Google Forms, Quizizz, and writing assessments This study also sought to demonstrate the connection between assessment and instruction by linking Google Forms, Quizizz and writing assessment Thus, the implication of this study is hoped that it helps students enhance their English studying qualifications and motivations through organizing effectively online English tests and assessments

LITERATURE REVIEW

Writing skills

Writing skills are the abilities used to clearly communicate ideas through various forms of writing Writing abilities include technical knowledge of writing conventions, style guides, and formatting for various situations Knowing what situations require different writing styles and being able to set an appropriate tone over text are both good writing skills that anyone can use at work

Adapted from Five Elements of good writing (Folse, Solomon, Clabeaux Heinle

2010) Understanding the five major elements of writing is required for strong writing skills, including purpose, audience, clarity, unity and coherence The first one is purpose The main idea(s) teachers want the reader to take away from their writing is the purpose of their writing The purpose of most professional writing is stated directly in the first sentence or two The second one is audience Teachers audience typically consists of the readers who want to read the piece, and in some cases, teachers may consider a general audience who may come across teachers’ piece as part of teachers’ secondary audience Clarity refers to how easily and accurately readers understand the purpose of the teacher and the supporting features of the piece The next one is unity, clarity refers to how easily and accurately readers understand the purpose of the teacher and the supporting features of the piece The last is coherence A coherent piece is one that is well-organized on all levels, with the ideas expressed in the piece relating to one another and each segment leading the reader to the next

"Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of multiple variables at the same time," Nunan (1993) says These include control of contents, format, sentence structure, vocabulary, spelling, and letter formation at the sentence level Aside from the sentence, the writer must be able to structure and integrate information to create a cohesive and coherent paragraph and text." Students' chances of success may improve if they have strong writing skills” (Alexander, 2008) Suleiman (2000) emphasizes the importance of writing to learning when discussing the significance of writing to learning In

6 instructional practices, evaluation procedures, and language development, any reading and language curriculum must consider the multidimensional nature of writing Writing is one of the four skills in language learning - LSRW (listening, speaking, reading, and writing)

As a result, Brown (2001) proposed the following six categories for assessing students' writing, among others, to assess students' writing (1) content, which comprises the thesis statement, the relationship of the ideas, the development of the ideas by recounting experiences, illustration, facts, and opinions, the use of description, comparison/contrast, cause-effect, and the content's focus; (2) organization, which includes the organization of the introduction, the logical sequence of ideas, the appropriateness of the conclusion, and the length of the writing; (3) discourse, which includes topic sentences, paragraph unity, rhetorical conventions, transitions, discourse markers, cohesion, references, fluency, and variation of the text; (4) syntax (related to grammar); (5) vocabulary (related to dictions); and (6) mechanics, which include spellings, citation of citations, and citation of citations

Chonthita Phuwarat and Nirachorn Boonchukusol (2020) emphasized that the necessity of grammar teaching in ESL writing (p 1-5) Writing as a communication talent is one that must be intentionally acquired, since no one learns to write instinctively Individuals cannot write a single letter of the alphabet without exerting deliberate mental and physical effort, and in order to get beyond the single letter, we must be taught how to make words, how to combine words into sentences, and how to punctuate those phrases English grammar rules are extremely beneficial for both English usage and writing The laws of grammar instruct us on how to construct words and phrases in a manner that is grammatically proper Grammar is critical while studying English as a second language In this situation, grammar instructs pupils on how to form English sentences in order to interact with others Grammar is intrinsically linked to other language abilities such as listening, speaking, reading, and writing A strong foundation in grammar is necessary for effective writing, as is the ability to employ rhetoric in the arrangement of words, phrases, sentences, and paragraphs in order to capture the reader's attention Briefly, the writer determines that

7 grammar skill is necessary for the creation of accurate sentences in written form and conducts the research mostly using English grammar

2.1.3 The importance of Writing Skills in English learning

Writing, especially with reference to a language classroom in a secondary school, means learning and practicing the grammar of a language through written exercises The students learn to write sentences grammatically correctly in orthography Wren and Marten (2006) also narrated that the student has to construct sentences keeping in mind grammatical synchronization and variation, not to mention using appropriate terminology and correct spellings At this stage, the learner is likely to view words as entities of grammar and to concentrate on the morphological changes necessary to sentence construction, rather than to see them as vehicles of meaning, through which he can communicate

The ultimate meaning of writing skills is to construct grammatically correct sentences and to communicate meaning to the reader Real-life communicative writing tasks, on the other hand, are letter-writing, form-filling, report writing, and so on These communicative writing tasks are rarely practiced in our language classrooms Communicative writing should be logical and coherent Cohesion; the grammatical or structural unity and coherence; the unity of sense or meanings are also essential for high-quality writing (Shahid, 1999) Moreover, the communicative writing must have a purpose and logic Writing can be divided into sub-skills like descriptive, narrative and expository writing skills (Wilcox, 2002) The style of what is written was automatically affected by the status of the addressee, age, profession and relationship with the writer Hywel (2003) bifurcated the sub-skills of writing such as descriptive skill (description of people, places and things), narrative skill (narrating stories, incidents, events with proper sequence in chronological order) and expository skill (writing with the purpose to justify, explain, define, classify, compare and contrast) English is taught as a compulsory subject from class one up to graduation level in Vietnam English is not the mother tongue of Vietnamese students It is a second language for them That’s why they feel it difficult to learn Acquiring facility in English gaining popularity in Vietnam in all walks of life day by day and has become a status symbol and key to success

Harmer (2007) emphasizes the importance of writing skills, stating, "The reasons for teaching writing to students as a foreign language include reinforcement, language development, learning style, and, most importantly, writing as a skill in its own right." Writing, according to Janet Emig (1977), is a "unique mode of learning" that requires the active participation of both the left and right hemispheres of the brain Writing, according to researchers, improves thinking skills; the higher cognitive functions of analysis and synthesis appear to develop most fully with the assistance of written language Writing is intended to convey thoughts, ideas, and facts in simple and lucid language Students must learn the art of good writing in order to succeed at both the academic and professional levels All students require good writing skills in order to complete their educational and employment requirements The following are some of the reasons why writing skills are important: (1) To write technical documents, and research papers, and put forth the right facts and information (2) In searching and obtaining a job (3) To make presentations and reports, etc (4) For improving communication skills (5) For improving creativity, exploration, and essential for self- understanding

Even in online learning, writing assessments should be performed According to Yusuf (2019), the implementation of evaluation, particularly in the form of feedback, aided students in enhancing their writing abilities

An efficient online assessment should include many types of assessments with clear explanations, feedback, clear assessment rubrics, and interaction between professors and students on the online platform to ensure that there are no misconceptions regarding the assignment provided (Gaytan, 2007)

The use of information technology in writing evaluation, particularly the usage of Automatic Writing Evaluation (AWE) tools, has long been an option There have been researches that compared this type of evaluation to traditional manual writing assessments It demonstrated that this computer-based automatic assessment is superior in terms of reducing assessment turnaround time and increasing students' motivation and convenience in obtaining such rapid feedback (Zhang & Hyland, 2018)

Computer-based feedback was also found to have a favorable association with student writing performance and perception of feedback (Ebyary & Windeatt, 2010)

Online writing assessments must function properly in order to determine whether or not learning objectives can be met However, due to the abrupt shift to online learning, few studies have been undertaken to learn about students' and teachers' online assessment practices, particularly in Vietnam Furthermore, owing to the Covid-

19 epidemic, this study investigated the assessment of writing abilities on online learning in a lower secondary school in Thai Nguyen that adopts online learning.

Assessment

The systematic process of recording and assessing information, skills, attitudes, or beliefs gained during instructional sequences with the goal of improving all aspects of student learning is known as assessment Assessment is also used to offer students feedback on their progress and to assess their knowledge of the subject Assessment, according to Khairil and Mokshein (2018), is an aspect of the teaching and learning process that aims to develop the assessor and the person assessed The assessment also offers data that may be utilized as feedback to help teachers and students improve their teaching and learning activities Classroom observation, class discussion, quizzes, homework, and test are all examples of assessment activities As a result, assessment is a tool for improving educational quality by increasing lifetime learning skills and promoting performance in a variety of educational situations Brown argues that assessment is a continuous process that covers a broad range of topics When a student answers a question, makes a remark, or unintentionally attempts a new phrase or structure, the instructor must make an assessment Assessment is seen as the conclusion of the learning process; the assignment has been completed, and the assessor has graded the work The assessment assignment, which requires students to show their deep comprehension and higher order thinking skills is developed and discussed by the teachers Hughes (2007) feels that the most effective adjustment to improve students' progress is feedback Assessment is used by teachers to help students concentrate on their strengths and weaknesses, as well as to enhance teaching and programmer development Gaining assessment information requires teachers to

10 modify their thinking, attitudes, and practices in order to increase students' learning Assessment is frequently utilized at the conclusion of a learning or teaching sequence to determine how much of a learner's knowledge can be reproduced in a test or exam setting

Zeliff and Schultz (1998) identify three types of assessment used to provide feedback for students in education: traditional, alternative, and performance Traditional assessment typically measures lower-level cognitive skills This domain includes factual recall and comprehension Alternative assessment measures the affective domain and includes team activities, evaluations of self and peers, and reflection through logs and portfolios This type of assessment examines students’ attitudes and character traits Performance assessment measures the psychomotor domain and includes students’ demonstrations of competence in a skill or task Examples include formatting documents, completing financial statements, and transcribing dictation (Marcel Robles and Sandy Braathen, 2002, p 41)

This research focused on summative assessment and formative assessment

Summative assessment is a type of assignment or task that occurs at the end of the learning process and is used to show a learner's performance in order to measure learning outcomes For grading, summative evaluation is utilized Summative assessment functions include evaluating or rating students, passing or failing students, and informing students of their accomplishments (McAlpine & Higgison, 2001, as quoted in Iahad et al., 2004)

According to May (2000), McAlpine & Higgison (2001), and Brown et al (1997), as stated in Iahad et al (2004), formative assessment is established at the beginning or throughout the learning process, whereas formative assessment is evaluation that encourages learning It is intended to aid the learning process by providing feedback to the learner, which may be used to identify areas for more study and performance improvement It serves a developmental purpose and is intended to assist learners in learning more successfully by providing feedback on their performance and how it may be improved and/or maintained Students' reflective practice can occasionally help with formative evaluation Both types of assessment were investigated in this

11 previous research study; however, because the main goal was to identify the role of feedback in learner-centered assessment, more emphasis was placed on formative assessment, such as Multiple Choice Questions (MCQs) (Iahad, et al., 2004, p.2)

Assessment, which can be formative or summative, is a vital and necessary component of the teaching-learning process (Adanir et al., 2020) Baleni (2015) distinguishes between the two in terms of objectives, with formative focusing on improving teaching and learning and summative focusing on tying obtained data to student performance

English, like most courses, necessitates the use of assessments on a regular basis to provide both teachers and students with a foundation for determining whether or not course learning goals are fulfilled It has long been standard in English lessons to assign extra assignments or homework to students in order to reinforce what they have learned in class These homework tasks are formative in nature, taking place outside of class hours and allowing students to work individually or in groups with peers, utilizing accessible and related resources Rosario et al (2015) underlined the relevance of the teacher's participation in providing homework activities with a specific objective and demonstrated that extending homework improved students' English achievement Others, however, have questioned the benefits of homework, claiming that the assumption that homework teaches study skills and promotes responsibility fails the test of evidence, logic, and experience (Kohn, 2006 quoted in Booth, 2010)

In English, these homework activities typically come in the form of paper-and- pen exercises consisting of problems that were not solved in class According to Sarmiento (2017), such kind of activities can be time-consuming for teachers to correct and may cause copying work among students Baleni (2015) stressed the need to explore diverse techniques of assessing learning in an online set-up of classes Online homework system or online assessments is an emerging technology applied by some teachers complementing the usual paper-and-pen style of giving assessments whereby students may be given unlimited chances of working on a set of problems that vary in every attempt for self-practice Under this technology, assignments are given

12 and answered by students through the internet This potentially addresses the issues on pen-and-paper assessments and more importantly, the concern about continuously assessing student performance despite limited or even lack of physical classes

Several studies have been conducted to support the efficient usage of online homework in English classrooms utilizing various kinds of learning management systems Chaiyo, Y., and R Nokham (2017) performed a research to examine students' perceptions of online homework in English, in which a set of homework was assigned to students using Kahoot, Quizizz, and Google Forms According to the findings of this study, students viewed online assignments to be beneficial to their learning Furthermore, most students thought that doing online assignments was convenient and helped them manage their time Sarmiento, Lapinid, and Prudente (2018) expanded on earlier research by comparing the effectiveness of online homework to paper-and- pencil homework in terms of student achievement They employed a two-group counterbalanced experimental design, in which both groups were designated as control and experimental, and got summative assessments after completing online assignments The summative exam results served as the participants' performance, while their homework scores served as a measure of their homework performance The results showed that pupils fared better than they would using paper and pencil

Adanir et al (2020) used a mixed study research method to analyze and compare students' impressions of online tests at public institutions in Turkey and Kyrgyzstan The quantitative research demonstrated that Turkish students viewed online examinations to be less stressful and more dependable than traditional exam taking methods, but Kyrgyz students did not It was also shown that ICT infrastructure and consistent connectivity were key impediments to successfully completing online exams under secure, proctored settings Wanner and Palmer (2015), in their research of flipped courses at an Australian institution, underlined the need of paying attention to evaluation processes in order to guarantee that students' learning experiences are coherent Their findings also revealed that students favored hybrid learning approaches over entirely online ones, citing the benefits of clearly organized evaluation with a wide range of options

Questions posed in an online course allow for the instructor to have a better opportunity to evaluate overall student understanding than would be available in a traditional classroom In a traditional classroom, when the teacher asks a question, only one student is able to answer The teacher does not know if each of the other students in the class understands the concept unless he or she actively interacts with each of those students as well When a question is posed online, each student responded before he/she moves forward through the course In some ways, the very nature of the online course helped provide the means to address assessment issues The written communication required by many online courses can be used as an indicator of student growth and learning Instructors can look at the student's progress in grammar, organization, and development of ideas Threaded discussions provide an opportunity for faculty to analyze the types of questions posed by the students, the types of responses given by the students, and the depth of the observations between teacher and student and student and student (Wade, 1999) Analysis of the student's contributions to a threaded discussion allowed for assessment of that student's depth of understanding and conceptualization of ideas Finally, the nature of an online course allows the instructor to create online portfolios of students' work The instructor can create an electronic portfolio of each student's progress in the course, accumulating online homework, comments, instructor notes, and projects for assessing student learning Assessment consists of monitoring those portfolios and measuring student learning through a pre-determined set of objectives The Online Training Institute (Redding & Rotzien, 2000) uses the interactive nature of the online course to learn more about student choices and cognitive thought processes through the measurement of the amount of time a student spends online completing specific activities Instructors are able to know how long a student dwells on a question and the choices students are making when navigating through a course Instructors may review this information regularly to improve instructional design

According to Khairil (2018), Students may suffer various disadvantages, including: (1) Online assessments provide a greater demand on particular abilities, including as typing, utilizing numerous screens to remember a passage, mouse

14 navigation, and the usage of combinations (2) Reading text on a computer screen causes some individuals to get more tired than reading material on paper (3) Reading a long section on a computer screen may be more challenging (4) It's difficult to view a full issue on screen at once since certain elements need horizontal and vertical scrolling to fit a whole visual on the page (5) Students with visual impairments experience significant challenges while using graphic user interfaces (6) Web tools like HTML and document converters are always being updated and improved As a result, certain features may not be available to everyone

Despite the numerous benefits of e-learning, students face a number of problems that eventually lead to either restricted or unfavorable outcomes In their study, Arkorful and Abaidoo (2015) said that in certain circumstances, e-learning is retained through remoteness and reflection, resulting in a lack of student involvement

Technology in Online writing assessment

The 'digital revolution' depicts rapid changes in human beings' daily lives, particularly in communication with one another, as a result of technological breakthroughs (Kleinsmith, 2017) Similarly, technology is becoming more significant in the classroom teaching and learning processes It gradually develops outdated teaching methods and strategies that are primarily teacher-centered and can be demotivating at times, especially for young learners who are still learning new languages like English Writing courses may be exhausting and disappointing for students in language programs Teaching how to write properly is more of a teacher- centered technique than a student-centered one in traditional teaching and learning

20 procedures Teachers discuss numerous topics, and students are subsequently assigned to write essays regarding the discussions

Finally, teachers offer feedback to their pupils by marking their assignments The significance of class involvement has been emphasized as education has evolved from a teacher-dominated to a student-centered manner (Fuchs, 2014) Teachers are becoming facilitators of learning in language education as knowledge becomes more readily available online (Ab Hamid, Rosli, & Yunus, 2019) The use of technology in the field of education has resulted in positive consequences for teaching and learning processes when aligned with the components of 21st-century teaching According to Azmi (2017), the incorporation of technology in language classrooms has contributed to favorable student reactions in language acquisition They become motivated and enthusiastic about language courses Yunus, Nordin, Salehi, Embi, and Salehi (2014) conducted a local research in Malaysia that supports this observation According to the findings of the preceding study, the most important benefit of using technology to teach students how to read and write well is that it draws students' attention, facilitates their learning process, improves their vocabulary knowledge, and promotes meaningful learning (Hillson, Shamsulbahri, Bangkam, & Yunus, 2019) Promoting meaningful learning can help students build a good sense of its use, increasing their enthusiasm to use various technologies as learning aids (Deni & Zainal, 2018) Furthermore, various studies demonstrate that using technology in writing lessons, such as laptops, can help students improve their writing abilities and reduce errors (Awaludin, Abd Karim, & Mohd Saad, 2017) As a result, instructors have begun to use technology into their classroom teaching and learning activities The use of technology in classroom instruction is not new (Shazali, Shamsudin, & Yunus, 2019) Teachers in Malaysia are urged to utilize Google Classroom, which is comparable to the former Frog Virtual Learning Environment

Due to the abrupt shift to online learning, no study has been undertaken to learn about students' and teachers' online assessment practices, particularly in Vietnam Furthermore, owing to the Covid-19 epidemic, this study investigated the assessment of writing abilities on online learning in a lower secondary school in Thai Nguyen that adopts online learning

Writing as a communication talent is one that must be intentionally acquired, since no one learns to write instinctively Individuals cannot write a single letter of the alphabet without exerting deliberate mental and physical effort, and in order to get beyond the single letter, we must be taught how to make words, how to combine words into sentences, and how to punctuate those phrases English grammar rules are extremely beneficial for both English usage and writing The laws of grammar instruct us on how to construct words and phrases in a manner that is grammatically proper Grammar is critical while studying English as a second language In this situation, grammar instructs pupils on how to form English sentences in order to interact with others Grammar is intrinsically linked to other language abilities such as listening, speaking, reading, and writing A strong foundation in grammar is necessary for effective writing, as is the ability to employ rhetoric in the arrangement of words, phrases, sentences, and paragraphs in order to capture the reader's attention Briefly, the writer determines that grammar skill is necessary for the creation of accurate sentences in written form and conducts the research mostly using English grammar

2.3.1 GG Form in assessing writing skills online

Google Forms is a free application that anyone with a Google account can use to quickly send out questionnaires or surveys and collect data in a timely and structured manner (Gavin, 2019) In this situation, these forms can be used for basic research, t-shirt orders, RSVPs, or as an assessment tool The interface of the product is similar to that of a document editor, with drop-down lists of options and drag-and- drop question re-ordering Users can include images and videos in surveys Users can also use their own logic to customize the inquiry flow Google automatically provides simple summary summaries of the survey findings to customers, or users can download the raw survey results data and analyze it using spreadsheets or other analytics applications

When teachers submit a Google Form, the results are instantly compiled into Google Sheets documents, making it one of the most efficient data collection tools available (Gavin, 2019) Users can create charts, graphs, and tables after entering data

22 into a Google Sheet to visually communicate the information (Weber, 2018) Data can also be sorted by specific responses or questions Furthermore, Google Forms makes collaboration easier by allowing users to share forms and responses (Gavin, 2019) This platform facilitates data sharing among teachers, instructional coaches, and principals

Teachers can include the Google Form into an evaluation by taking the following steps: To begin, the teacher develops a Google Form evaluation and distributes it to students via links or other types of media The teacher had a computer open to the

"Responses" tab of the Google Form while the students were taking the quiz When students finish the evaluation, Google Forms displays the following information on the Summary page: a breakdown of the average, median, and range of scores; a count of the most frequently missed item(s) on the exam; a list of student scores/email addresses/timestamp of submission; and a bar graph for each question displaying the answers to each question The instructor uses this data to assess overall class performance and to identify any specific areas that need to be addressed during whole- group instruction Furthermore, Google Forms added a Question tab, which allows teachers to go through the assessment question by question and see how many students selected each response option The number of responses as well as a drop-down list of students who selected each answer would be displayed here The instructor can use this function to select which students should work in small groups to clear up minor misconceptions Individual is the last tab on the Responses page This tab displayed a drop-down menu containing all of the student responses Each student's responses to each question on the evaluation are available Furthermore, the instructor can use this tool to determine what to reteach when students require extra help to address serious misconceptions A Google Sheets file is another option for displaying assessment data in Google Forms Google Forms creates graphs just as quickly as it creates spreadsheets of individual student responses (Morgan Douell, 2020)

2.3.1.3 Advantages of using GG Form to assess writing skills

Google Forms is a free resource that anyone with a Google account can use, and it has numerous benefits for both instructors and students Some of the advantages of using Google Forms are as follows: a free tool for educators and students; using

Google Accounts, findings can be instantly shared with other teachers, students, and parents; differentiation can also be achieved with Google Forms The researcher discovered a resource from a teacher who uses Google Forms for differentiation while conducting research on Google Forms in education (Bell, 2017) Differentiation is the process of tailoring lessons/materials to the specific needs of each student This teacher used a Google Forms option to "branch" her assessments, which means she created one basic test and added questions that both broadened the standard and provided interventions to assist difficult students with topic understanding Following that, students would take the test, and based on their results, they would receive enrichment or support as needed It would be intriguing to undertake a study on this topic, as three teachers find it difficult to differentiate Unusual options, such as using Google Forms, may be available Google Forms may be useful as a summative evaluation tool due to its quick data display Teachers can share students' comments via Google Classroom or directly to a Google Account by using Google Forms' sharing options (Morgan Douell, 2020)

2.3.1.4 Disadvantages of using GG Form to assess writing skills

There are some disadvantages to using Google forms, including the difficulty in embedding the forms into other websites

Like every good thing, there are downsides Angela Kayode-Sanni (2022) emphasized that “The first for Google Forms is its dependence on the internet” Without internet, there is no way to see, make updates, or do anything else Unlike other programs that allow you to sign in with a Google account, the only method to use Google forms after connecting to the internet is with a Google account The irony is that it does not apply to Google, therefore it is just one-way; a Google account is required Google Forms integrates seamlessly with the rest of the Google Workspace ecosystem, including Google Sheets and Gmail It does not, however, have the ability to integrate with any other program outside of the Google ecosystem Any connectivity requires the purchase of a third-party connector, undermining the security of direct integration, and it lacks native interfaces with third-party apps While the possibilities appear extensive, the fact is that Google Forms is best suited for questionnaires or surveys since it lacks the flexibility to generate a wide range of

24 forms, such as payment forms, lead generating forms, and more If you want a variety of possibilities, you may need to look into different form builders The skewed reporting and analytics tool is one of Google forms' most obvious weaknesses All you get is a summary of the responses to the questions posed Google forms do not provide further data such as how long it took per participant, how many receivers saw the questions, the abandonment percentage, seeing the results with visuals or graphs, and more To move beyond the fundamentals of reporting and analytics, you'll need a more powerful form builder, such as Formplus Google Forms has a restricted set of functions For example, unlike other form builders with a complete supply of payment gateway solutions, Google forms lack payment gateway features that enable for the collection of online payments

2.3.2 Quizizz in assessing writing skills online

Quizizz is a fantastic online assessment tool that allows students to check their knowledge and learning progress (Bury, 2017) Quizizz is a formative assessment tool that may be used to test how well the general class understands the subject matter being taught Quizizz may be found at http://quizizz.com/ This application is entirely free and works with a wide range of browsers, including those found on Android and iOS devices The user-friendly interface of Quizizz allows teachers to assess their students' language learning abilities as well as their curricular abilities (Bury, 2017) Quizizz offers hundreds of quizzes that we may use or create ourselves Quizizz is a learning tool that uses games to help students focus, participate, be pleased, motivated, and fulfilled (Chaiyo & Nokham, 2017)

Teachers must create an account, but students are not required to do so Students use an access code to access a quiz on their device or computer, and they can see both the questions and the answers on their screen There is a searchable database of hundreds of quizzes that teachers can use or modify to fit their needs (including just picking and choosing select questions) Students can compete in the quizzes as a class (and see how their classmates are doing), or teachers can assign the quiz as homework

25 and have students complete it on their own time As students and everyone, the quiz advances on its own

Interactivity and adaptability are two of the prerequisites stated by Rửsler et al

Integrating GG and Quizizz in online writing assessment

There is no doubt that integration of Internet-based applications into language teaching and learning offers great advantages both for teachers and students A review by Gangaiamaran and Pasupathi (2017) on the use of mobile applications for language learning revealed that learners achieve better listening abilities when using mobile apps in the classroom Similarly, although in different contexts and skills focused upon, a review by Wenyuan (2017) emphasized that vocabulary is learnt better when mobile apps are used in the classroom Although their reviews on the use of mobile applications were positive, they did not focus extensive attention upon how different mobile applications were integrated into the teaching of the language

On the other hand, two recent, similar studies on MALL, using Duolingo to support students’ language learning processes, were conducted by Gafni, Achituv and

Rachmani (2017) in Israel, and Botero, Questier and Zhu (2019) in Belgium Both studies reported that Duolingo use improved and encouraged both out-of-class and in- class learning as it is easy, fun, and convenient to use Although both studies also reported some issues such as lack of motivation, and lack of human feedback, among others, the use of the Duolingo in language learning helps establish that mobile applications can deliver a positive effect on students’ language learning In other words, the use of mobile apps as a new learning approach is effective and efficient for students to improve their English proficiency (Liu & He, 2015) It may be right to say that because of the benefits of integrating these web based and mobile applications into classroom teaching, the landscape of the ELT classroom has been changed

In the ASEAN region context, relatively few studies have been conducted on teachers’ practices for integrating Internet-based applications into language teaching Most of these studies focused only on the effects and the use of different mobile learning applications in English language teaching

For example, in Vietnam, Nguyen Thi My Thanh (2021) proposed an online learning platform with a Vietnamese Virtual Assistant (VVA) that utilizes Chatbot to help instructors in presenting lessons as well as testing and assessing learners The study found that there was a significant improvement in students’ writing fluency and accuracy when Chatbot was used in the classroom Similarly, Pham Ngoc Kim Tuyen

(2021) in her study explored Vietnamese students' perspectives on OMT, centering on

(1) what and how they learned, (2) what difficulties they faced, and (3) what suggestions they made on future OMT To address those questions, both qualitative and quantitative methods were employed to collect data Specifically, a questionnaire via Google Forms, consisting of 17 closed- and open-ended questions, was delivered to 142 students at the Faculty of English Linguistics and Literature, the USSH, VNUHCM The study results showed that the participants could learn teaching and digital competencies from OMT through six main ways

Undeniably, there are certain applications that play an indispensable part in students’ language learning, particularly in the contemporary environment where almost every student possesses at least one electronic device In some parts of the ASEAN region where English is considered as a foreign language, there is much

28 pressure to improve the quality of language education and students’ proficiency in English However, while a number of studies have explored the use of different mobile applications in education, only a few empirical studies have been concerned with the integration of information and communication technology (ICT) tools into EFL classes

At this point, this research differs from the existing literature in that it focuses on features of prominent online assessment systems rather than comparing the systems

As a result, this research is significant because it highlighted the benefits of the systems by integrating them rather than suggesting a system and guided those who would select/create an online assessment system that meets their needs.

Previous researches…

Various efforts have been taken to improve the quality of education, including as teacher training and qualification, the provision and updating of educational facilities/infrastructure, and everyone's commitment to improving school management Nonetheless, several educational quality measures have not shown considerable improvement Evaluation of learning is one attempt to improve the measurement of students' learning competence by providing a basic overview of educational quality

To begin, Quizizz is an educational application that uses gamification principles According to (Zhao, 2019), the Quizizz application is a game-based educational software that integrates interactive activities into classrooms and provides students with a fun learning experience In this case, students can practice the material they've learned on their laptop, smartphone, or other electronic device, and they can engage in healthy competition by taking the quiz with their classmates, as Quizizz provides a scoreboard that shows the students' current rank Furthermore, (Zhao, 2019) states that the instructor can watch the procedure and download the summary at the end of the quiz to assess the students' performance As a result of the foregoing, we can infer that Quizzz is an educational platform with excellent elements such as memes, music, avatars, and themes that are intended to improve students' interest and involvement in both learning and quizzes Furthermore, the instructor can check the results of the students' quizzes in the report and save them as a template for offering feedback to the students Many educators have utilized Quizizz in their classrooms For example, Quizizz can be used to plan class schedules and assessments (Mac Namara & Murphy,

2017) Additionally, Cadieux Bolden, Hurt, and Richardson (2017) employed the Quizizz application to assist students in identifying whether a question is productive or nonproductive (Rahayu & Purnawarman, 2019) used Quizizz to measure students' self-assessment and improve their grammar comprehension They claimed that by utilizing Quizizz, students could self-evaluate their strengths and weaknesses Furthermore, the majority of kids demonstrated considerable progress in their grammatical abilities

Additionally, (Yan mei, Yan Ju, and Adam, 2019) shown that the Quizizz application is effective in improving students' learning outcomes in an Arabic classroom Furthermore, (Aşksoy & Sorakin, 2018) shown that the Quizizz application is effective in improving students' learning outcomes while decreasing their anxiety about learning Furthermore, (Zhao, 2019) discovered that the Quizizz application is highly effective in improving students' learning outcomes in the accounting classroom Additionally, (Hamilton-Hankins, 2017) discovered that the Quizizz application can increase student motivation in the English Language Arts classroom Cadieux Bolden et al (2017) showed that students engaged in more physical activity when using the Quizizz application rather than Kahoot

Second, a study conducted by (Haddad & Kalaani, 2014) discovered that Google Forms was an unconventional formative assessment tool that was useful in accommodating students' input for the improvement of course instruction Exam results provide real-time feedback, allowing lecturers and faculty to address issues as they develop The study's findings demonstrated that students' grades improved significantly as a result of the created instructional teaching based on student input Furthermore, (Djenno et al., 2015) conducted a study that demonstrated the use of Google Forms as an effective evaluation tool The study did, however, mention that Google forms may be ineffective if the instructions are not properly organized Furthermore, the study's findings provided important information about the need of maintaining students' privacy when sharing spreadsheet results Respecting pupils' privacy when it comes to scoring is crucial for their self-esteem The other study, conducted by (Narayanaswamy Vasantha Raju & Harinarayana N.S., 2016), concluded in their research paper titled "Online Survey Tools: A Case Study of Google Form"

30 that online surveys or everyone-based surveys have become important because they cost less money and have more respondents from a diverse population The number of internet and smartphone users in Indonesia has steadily increased over time, and using Google Forms as an EFL evaluation tool could be one option for assessing students Google Forms can also be used to conduct assessments, however they should not be used to completely replace traditional methods like interviews and observations (Scheef & Johnson, 2017) It also helps to ensure that students with disabilities receive the assistance and tools they need to achieve their goals Other research conducted in

2018 by Iqbal et al (2018) shown the range of student worksheets that may be made using Google Forms The study clearly demonstrated the phases of developing online worksheets They stressed the benefits of the Google Forms worksheet, such as offering an engaging learning environment and saving time throughout the scoring process Agung et al (2019) found that the Google Forms exercise offers efficient, effective, and appealing exercises for students In Indonesia, Google Forms was used as an evaluation method at the senior high school level (Thohir & Muslimah, 2020) The data for this study were acquired through questionnaires and interviews with 160 students in class X at SMA Muhammadiyah 4 Surabaya As a result, teachers may utilize Google Forms as an alternative to create online questions and learning evaluation tools Students benefit from using Google Forms in the teaching and learning process since they may view their scores after submitting their responses As previously stated, the selection of these hypotheses is intended to serve as the framework for this investigation The assessment theory is the main guiding premise for how this study examines the evaluation process using Google Forms The hypotheses about the role of Google Forms in the assessment process then serve as the foundation for the discussion of Google Forms' limits and strengths in EFL evaluation According to previous studies, there is a research gap that must be filled, as evidenced by the enriched information from the previous study It is vital to examine the limitations of Google Forms as an assessment tool in addition to showcasing their benefits It is hoped that by exposing its limitations, readers would be able to foresee and cope with the constraints when using it

METHODOLOGY

This chapter describes the methodology used in this study It is divided into four sections that were defined and described There are four of them: Research questions, the subjects, data collection instruments, and data analysis tool The first section is dedicated to research questions It serves as the foundation for this study The second section explains when the study was conducted and the participants of the research It describes the subjects The third component is about gathering instruments and data The section on data collection equipment describes the instruments used to collect data The final section is about data analysis techniques, which describe how to examine data in order to answer research questions

The research was conducted to investigate the current situation of the online writing skills assessment has been carried out at a lower secondary school and how integrating Google Form and Quizizz could improve practices as perceived by the teachers and by the students

The aims of this study were investigated through the following research questions:

1 What effect is online assessment of students’ writing skills currently employed at the school?

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?

The researcher worked with three classes at a lower secondary school along with their teachers The students consist of both males and females Most of them are at the age of 14-15 Most of them are adapting to a new learning environment and having some problems in their English e-learning, especially issues related to online testing and assessment These selected students are from grade 8 of a lower secondary school Participants came from various races (Kinh, Meo, … ), academic levels, and socioeconomic backgrounds The questionnaire and interview were applied in this study

Three types of data collection instruments were used in this research, relatively pre-questionnaire; post-questionnaire; pre-interview and post-interview The researcher focused on the appropriate way to present vocabulary, rebus-replacing pictures into words to enhance vocabulary, the suitable tasks to improve students' grammar use This was to ensure the participants were familiar with the words as well as grammar they were learning in context, acquiring the face validity of the test Moreover, reference books were also used

The researcher used questionnaires to collect information about students’ current situation in taking online writing skills assessments The questionnaire focused on exploiting the difficulties and other factors that may affect students when they take a current online writing skills assessment Teachers take the questionnaire in order to give the researcher information about the advantages and disadvantages of designing and implementing an online writing skills assessment After integrating Google Form and Quizizz in assessing writing skills, the questionnaire was used again to distinguish the advantages and difficulties between using both Platforms and using separately The researcher uses open-ended questions to exploit more information from respondents Based on the recommendation from the previous research related to English skills assessments (Baleni, 2015), and also taking into account participants’ comprehension levels, the Likert scale questionnaire was constructed Through reviewing previous studies and the feedback from the experts, each scale and item in the questionnaire were closely related as a group

These questionnaires were used in pre-research and post-research to help the researcher analyze the information

The interview is essentially a sort of conversation in which the researcher wants to learn more about a topic as expressed by the person being interviewed In research, this type of consultation is driven by a legitimate goal As such, an interview may be thought of as an interactive process in which a person asks questions in order to obtain specific information Interviews in qualitative research, according to Sewell (n.d.), are

"attempts to understand the world from the subject's point of view, to unfold the meaning of peoples' experiences, to uncover their lived world before scientific explanations." Other experts agree that the qualitative interview is essential for data collecting (Gill et al., 2008) The most crucial aspect, however, is that in order for the information collected to be more legitimate, the researcher must establish a solid relationship with the source Interviewers are trained professionals who collect pertinent information from individuals in order to validate their study assumptions Significantly, the interviewees are the subjects of the interview process (Edwards & Holland, 2013)

The researcher used the interview to collect more in-depth information about the pros and cons of designing and implementing an online writing skills assessment of lower secondary school teachers after integrating Google Form and Quizizz for online assessment of students’ writing skills The interviews were conducted to obtain a detailed description of how Quizizz and GG Form enhance efficiency in evaluating online writing skills for lower secondary school students Teachers may give information related to personal difficulties when making online writing skills assessments and the challenges in accurately evaluating the quality of student learning outcomes With the help of the interview, the researcher may determine the benefits and drawbacks of adopting both platforms together and individually from the point of view of students and teachers separately Furthermore, the researcher could identify their own strengths and weaknesses in order to provide implications for this study

The math mathematical-statistical tool by Microsoft excel

Microsoft Excel is a spreadsheet program developed by Microsoft that is available for Windows, macOS, Android, and iOS It includes calculation, graphing tools, pivot tables, and Visual Basic for Applications, a macro programming language

It has been a popular spreadsheet for these platforms, particularly since version 5 in

1993, and it has surpassed Lotus 1-2-3 as the industry standard for spreadsheets Excel

2016 includes 484 functions 360 of these existed prior to Excel 2010 Microsoft categorizes these functions into 14 groups There are 386 current functions that can be

34 called from VBA as methods of the object "Worksheet Function," and 44 that have the same names as VBA functions

This application helped the researcher synthesize and analyze the information collected from the survey easily and correctly

FINDINGS AND DISCUSSION

Research question 1 (What effect is online assessment of students’ writing

According to the question “What were the prior experiences of participants for online assessment?” This question was designed to determine the students' prior experience with online assessment (see Chart 1 and Table 1)

Chart 1 Percentage Experience of Students' Computer Competence

Table 1: Percentage Distribution of Students’ Computer Competence

As the results indicated, half of the students had no prior experience with online assessment Only 54% students had the prior experiences for online assessment 4% of all students rated their web browser ability as "POOR" An introductory proficiency

37 level was sufficient for efficient usage of the created online assessment instrument The total percentage of the students beyond the introductory competency level with web browser was 96% Students were given practice quizzes and were educated on the key features of the online assessment tool prior to the final test As a result, all issues caused by browser usage were eradicated Students must be instructed on the instruction of online assessment tools without regard for their past computer and internet skill level

Agree Agree Neutral Disagree Strongly

1 Overall framework and operation levels of the system are clear and smooth

2 Overall interface operation method is easy and appropriate

3 Log-in interface is clear and easy to operate

4 Register interface is clear and easy to operate

5 Exam interface is clear and easy to operate

6 Past exam results interface is clear and easy to operate

7 Statistical evaluation interface is clear and easy to operate

38 is clear and easy to operate

9 Help page interface is clear and easy to operate

Table 2.1: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “Screen and Interface Design” (Pre)

Table 2.1 shows the system assessment components in terms of screens and interface The users' agreeability mean is likewise fairly high, at 3.69 Almost every standard deviation is smaller than one It showed that practically all users had similar ideas about the user interface According to the findings of our survey, the appropriateness in terms of the overall framework, the overall configuration of colors and background, the overall layout of screen and window design, and the overall interface operating technique received good ratings Furthermore, the appropriateness of screen design and the convenience of use of interface function were both scored highly and evenly 30% of respondents said the help page UI was confusing and difficult to use This item's standard deviation was also calculated The largest standard deviation in terms of standard deviations is 1.38 It also has the lowest mean score in that category, 3.34 All of this demonstrates that users of the assistance page do not have similar opinions about whether it is helpful or terrible However, the trend in that question is negative in comparison to the other questions in the questionnaire Despite the fact that all users were instructed to read the assistance page, the majority of them did not and instead passed the exam pages straight Some applicants said that the assistance page interface is not clear and easy to use due to reading difficulties As a result, there should be more effective and simple support pages that match the demands of learners as they utilize online assessment systems

On average, 86% of users assess the Login interface as straightforward and simple to use The standard deviations for those items are somewhat higher than 1.05, indicating that students exhibit common sense when it comes to the login interface Only 14% said it was difficult to use The register interface is straightforward and easy

39 to use, according to 94% of users, and the design of "The register" interface is adequate On average, 94% of customers assess the test interface as straightforward and simple to use

On average, 93% of users find "The statistical evaluation" interface to be straightforward and simple to use The design of the "The past exam results" interface was appropriate for 90% of the users, while it was not appropriate for 10% of the users The results can be explained by the fact that that section of the online assessment instrument was not often used by students This may have influenced students to think in this manner On average, 91% of users said the test result interface was clear and simple to use, and the design of the exam result interface was appropriate Despite the fact that the mean values in User interface evaluation are more than 3.69

As a result, it may be stated that many rooms require additional renovation

From the question “What are participants’ perceptions about the systematic use of the online assessment Platforms?”, the various aspects of systematic use were depicted

Agree Agree Neutral Disagree Strongly

1 I have browsed among platforms easily

2 I have followed the direction without any problem

3 It is easy to register to system

4 It is easy to take an exam

7 I often visit the past exam result page

8 Help page made me use the platform better

9 Seeing left time makes me progress better

Table 3.1.: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “System Use” (Pre) Table 3.1 depicts the system use aspects Items 1-9 The averages range from 3.52 to 4.02, while the standard deviations of the questions are mostly smaller than one

As a result, practically all users have the same views on how to utilize the system This demonstrates that people navigated the site pages without incident The difficulty with using the help page reappears here As a result, we'll repeat it again: the help page has to be enhanced for greater usability 18% of users said that the assistance page had no influence on better system use On average, 94% of users said that surfing between web sites was simple, that directions were straightforward to follow, that registering for the system and taking the exam were simple, that the system was easy to use and comfortable, and that modifications could be made quickly

The total mean value of system usage is nearly 4.00, and such a high score may be due to initial system use instruction and sample quizzes done prior to the final test

The impact was conducted from the question “What are participants’ perceptions about the impact of the online assessment platforms on the learning process?”

Agree Agree Neutral Disagree Strongly

2 It is hard to cheat 20

3 System feedback helps me to reflect on my merits in learning

4 Tracking past exam results makes me understand my progress

5 Statistical evaluation page gives detailed information on units where I am good or unsuccessful

6 It helps me to better understand my growth and improvements by using the system

7 It helps me to learn by using this system

8 I hope to use systems in other classes as well

9 Diverse types of questions make me feel better during the exam

Table 4.1.: Frequencies, Percentages, and Means of Student Agreement about

“Impacts on Learning Process (Pre) The overall mean value in the Impacts on learning process category of the questionnaire is 3.73, which is the least mean value in the other categories of the questionnaire It implies that we should create or add new features to the online assessment website in order to maximize the impact on the learning process Except for cheating, standard deviations for all items in this category are around 1.00, implying that students primarily had similar views about the usage of the online assessment tool The most major issue here is that 52% of users said cheating was easy in the online evaluation instrument As a result, the total mean value in that category

42 was lower The standard deviation for that question was 1.42, indicating that students had differing perspectives on the difficulty degree of cheating in the exam To avoid cheating in the system, questions are asked in a random order, and the location of the question options varies from user to user Another measure attempted to avoid cheating was to have all tests completed in labs under the supervision of proctors Based on the research findings, a new method of preventing cheating should be devised Except for the cheating issue, 94% of people believed the evaluation was fair Another item with a low mean value in that category is 3.52, which belongs to the

"Statistical evaluation page gives detailed information on units where I am good at or unsuccessful" item Because this page is more sophisticated than the others, it may generate mental ambiguity Extra effort may be required to grasp what that page says That might explain why the mean value of that item was so low

On average, 94% of users said that system feedback, tracking previous exam outcomes, and questions appearing page after page had a beneficial influence on the learning process 90% of users said they would want to take this type of evaluation in subsequent courses as well

Based on the finding, it may be concluded that students have favorable attitudes toward online testing

The question “What are the participants’ opinions about the online assessment Platforms?” investigated the general perceptions of students toward the online assessment tool

Number of students (Total: 50) Means SD

Strongly Agree Agree Neutral Disagree Strongly

3 Better than paper-and- pencil form

4 Consistent with the teaching style

5 Faster than paper-and- pencil

8 Can be applied to other lessons

Table 5.1.: Percentages and Means of Student Agreement in Online Assessment

System (Student opinions) (Pre) Students' general feelings about the online assessment instrument were studied in the "Student Opinions" Category The system offered quick feedback to 94% of users 90% of users believe that online assessment is superior to paper-pencil assessment, and 94% believe that online assessment is faster than paper-pencil assessment 96% of users believe that online evaluation is more modern and systematic All of the users agreed that this type of online evaluation was in accordance with the teaching style In that group, 30% of consumers find online testing intriguing The greatest variance is 1,32 for the question "less excited," which also has the lowest mean value in the students' opinions category It might be stated that the pupils' responses to the question are ambiguous Because the standard deviation is 1.32, their thoughts differed However, in comparison to the other elements in the questionnaire, students considered that this evaluation technique was not less exciting than paper-based tests

Users may be enthusiastic because they are unfamiliar with the online assessment system It is believed that after people become acquainted with the system, they would lose interest

Common online assessment methods  Benefits

High-quality audio system Conserve students' time Scoring objectivity Transitioning from theory to practice Making use of blended learning

Table 6: Common online writing assessment methods

The tables summarize the main findings of the themes and subthemes that emerged from the interviews with three teachers The above tables show that teachers used only three assessment tools to evaluate their students' performance, with multiple-choice questions taking precedence Furthermore, English teachers faced a broader range of challenges than opportunities Furthermore, teachers reported that they dealt with issues related to online assessment in a variety of ways, either alone or with the assistance of others Finally, when asked about opportunities to use online assessment, teachers mentioned some benefits but with less certainty, and they explained why in the exerts listed below The findings are further examined in the discussion section, which includes direct quotes from the conducted interviews

The data received from the interviews was evaluated to learn more about the difficulties faced during online testing Insufficient experience is the most crucial difficulty that instructors confront One issue spawned others, such as technological difficulties, student monitoring, and so on For example, the following information comes from interviews in which teachers viewed the insufficient experience with online assessments as a difficulty

Research question 2 (To what extent does integrating Google Form and

In order to answer the research question, “To what extent does integrating Google Form and Quizizz improve online assessment of students’ writing skills as perceived by the teachers and the students?” descriptive statistics have been calculated to indicate the means and standard deviation of the participants’ responses to the post- questionnaire

Agree Agree Neutral Disagree Strongly

1 Overall framework and operation levels of the system are clear and smooth

2 Overall interface operation method is easy and appropriate

3 Log-in interface is clear and easy to operate

4 Register interface is clear and easy to operate

5 Exam interface is clear and easy to operate

6 Past exam results interface is clear and easy to operate

7 Statistical evaluation interface is clear and easy to operate

8 Exam result interface is clear and easy to operate

9 Help page interface is clear and easy to operate

Table 2.2: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “Screen and Interface Design” (Post) These results may be explained by students’ frequent use of this part of the online assessment tool, which may have led to their improving opinions according to table 4.2, the total mean is at 3.69 whereas the mean value for most of these questionnaire items were over 4.00 (4.04 in table 4.10) and standard deviation was about 0.7, with almost every standard deviation is less than one Which shows that almost all students have similar thoughts about user interface

Therefore, this suggests that the interface design of the help page was better when integrating GG Form and Quizizz

Agree Agree Neutral Disagree Strongly

1 I have browsed among platforms easily

2 I have followed the direction without

3 It is easy to register to system

4 It is easy to take an exam

6 Ease of use and comfortable

7 I often visit the past exam result page

8 Help page made me use the platform better

9 Seeing left time makes me progress better

Table 3.2.: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “System Use” (Post) The responses of the above questions show that an extraordinary majority of students (i.e., 50-96%) agree with the enhancement in integrating GG Form and Quizizz while estimating the formative and summative assessment of assessments in English writing skill learning and teaching In question two, respondents and students were asked whether system uses are easy to access The implications of the second question show that a huge majority of respondents (i.e., about 90%) agree on the possibility that the systematic use of GG Form and Quizizz helps students improve their usage experiences The side effects of following factors is that all respondents have the same feeling that two these platforms are enable students to demonstrate their grammatical skills, but also in many language areas (vocabulary, fluency, ) Finally, the ninth question was designed to find out whether respondents thought that the systematic use of GG Form and Quizizz were only the planned tools for temporary assessment or opportunities to make lower secondary education more successful among English learners

The results show that nearly 70% of respondents believe that their experience with online testing platforms have got betterwhen integrating GG Form and Quizizz

Agree Agree Neutral Disagree Strongly

2 It is hard to cheat

3 System feedback helps me to reflect on my merits in learning

4 Tracking past exam results makes me understand my progress

5 Statistical evaluation page gives detailed information on units where I am good or unsuccessful

6 It helps me to better understand my growth and improvements by using the system

7 It helps me to learn by using this system

8 I hope to use systems in other

9 Diverse types of questions make me feel better during the exam

Table 4.2.: Frequencies, Percentages, and Means of Student Agreement about

“Impacts on Learning Process (Post) Table 4.2 compares the survey findings of the two parts in terms of the frequencies, percentages, and averages of Student Agreement regarding "Impacts on Learning Process Although both parts reflect excellent comments and most questions have comparable replies, there are some major discrepancies Section 1 reports a higher score (72% in pre to 78% in post); students who used GG Form and Quizizz more regularly are more familiar with this software, so they are more agreeable that it is simpler to follow prior exams, which provides specific information on modules where students performed well or poorly Section 6 reported a higher score (80% vs 60%) on the question "It enables me to better understand my progress and improvements by utilizing the system." This may be caused by that the flexible use of two online testing platforms tailored to the test situation both promotes student motivation and can provide both teachers and students with the quality of the academic quality of each of each of the individual The biggest difference in the feedback between the two sections is the perception about “It is hard to cheat.” The post- questionnaire reports much higher score (80%) than the pre one (34%) This is likely to be caused by the anti-cheat function in GG Form, as well as the flexibility of changing questions and the time limit of Quizizz, limit students' ability to cheat during the online assessment The better system of student learning outcomes also contributes to the improvement of student learning quality In class, they are frequently interested in getting to know their higher-ranking peers and even commend them on their outstanding performance

As a result, they are more likely to agree that using GG Form and Quizizz study results statistics table helps them get to know their peers than students in another part who use these two online platforms less regularly and view the leader board less frequently

Chart 2: Students’ liking level of using GG Form and Quizizz

Chart 3: Students’ confidence level after using GG Form and Quizizz

According to Chart 2 and 3, the overall opinion of online examinations by students shows a significantly substantial association with overall motivation level These findings suggest that when students' perception ratings on online tests improve, so does their motivation, and vice versa This might imply that perception impacts motivation or that motivation influences perception in the same way

Very Unsatisfied Unsatisfied Neutral Satisfied Very Satisfied

Very Unconfident Unconfident Neutral Confident Very Confident

1.1 Economical since it saves effort 33% 100%

1.2 Economical since it saves time 100% 100%

1.3 Economical since it saves money 100% 100%

2.1 Flexibility it can be applied before the explanation 100%

2.2 Flexibility it can be applied after the explanation 100% 100%

2.3 Flexibility it can be applied during the explanation 100%

1 Digital assessment tools are more efficient 100% 100%

2 Teachers can monitor student progress in real-time 33% 100%

3 Personalized learning and its significance in students’ outcomes 67% 100%

4 Provide direct feedback and easily correcting misconceptions 100% 67%

5 Significantly reduce the monitoring burden while examining large numbers of students 100%

6 Decreasing tile workload of teachers through saving time sent on routine work 100%

7 Allows teacher to quickly evaluate the performance of the group against the individual 100%

8 All data can be stored on a single server 100% 100%

1 Assessing the practical skills (writing) is less difficult and more accuracy 100%

2 Less challenges in technology adoption by students and teachers 100% 100%

3 Difficulties estimating the type of long answer 100%

The majority of the benefits of random online assessment platforms were highlighted when integrating GG Form and Quizizz First, this ensures that any benefits of using testing platforms are preserved The integrated use of GG Form and

Quizizz based on the teacher's testing purposes can bring teachers many benefits such as reducing the amount of work, better control of students, unified learning results more flexible, detailed and relevant statistics, moreover, this also gives students a better experience when they can take full advantage of online assessment platforms (learning) Students can increase their interest in learning when using Quizizz for formative assessment, while GG Form is used in the assessment process to summarize knowledge of a lesson, ) Second, as compared to traditional learning materials, internet resources make it easier to discover needed knowledge This opens the door to need-based learning and development rather than traditional curriculum-based learning and development

According to teachers who integrating GG Form and Quizizz in writing online process, the results of the post-interview can be summarized below:

“I find Quizizz and GG Form interesting as platforms for writing assessment.”

“I find Quizizz and GG Form easy to use in the class.”

“I find that my students enjoy using Quizizz and GG Form for writing assessment.”

“Quizizz and GG Form helps me to review the progress of students’ writing.”

“GG Form allows me to provide feedbacks to my students’ writing.”

“Quizizz and GG Form is easier to use for writing assessment than the conventional ways of assessment.”

“I will continue to use Quizizz and GG Form in assessing students’ ability in writing.”

“My students enjoy using Quizizz and GG Form for writing assessment.”

“My students show interest and motivation in using Quizizz and GG Form.”

“My students show active participation.”

“My students try to finish the assessments even when they are difficult.”

“My students are doing the assessments with sincere effort.”

Overall, integrating Google Form and Quizizz limited teachers’ difficulties in monitoring students' learning outcomes over a long period of time and improving student motivation, which helps students have a better sense of learning and Limit the disadvantages caused by online learning.

CONCLUSIONS AND RECOMMENDATION

Summary of the study

Throughout the course of this project, the researcher used data collected from the Google Form and Quizizz assessments to guide instruction The researcher posed questions to find out the realism of online testing of students' writing skills, thereby analyzing the factors affecting the learning quality of students in the process of online learning Moreover, the researcher can also exploit the information related to the online test from the teacher's perspectives The purpose of the researcher as a teacher was to give meaningful experiences for students to connect with the information in meaningful ways Every instructional decision was made with the goal of increasing students' grasp of the course topic The data given by Google Forms and Quizizz supported every choice made throughout this project As a result, the data collecting procedure became flexible

By observing formative and summative assessments daily to the students as well as mining information from teachers who are in the process of using online testing platforms, the researcher was able to find out the factors that affect the online test of students' writing skills from the point of view of students and teachers

The process of analyzing data was simplified by using the ready-made data from Google Forms and Quizizz The researcher was instantly able to observe which students were performing well and which students needed further support, as well as discover what topic or skill those students needed extra aid to grasp

Overall, the researcher used data to to investigate the current situation of the online writing skills assessment has been carried out at lower secondary schools and how integrating Google Form and Quizizz could improve online assessment of students’ writing skills.

Major findings of the study

5.2.1.The current situation of online assessment of students’ writing skills employed at the school

The COVID-19 pandemic has implications for the policy of implementing online-based education in Vietnam, from face-to-face learning to online This

60 condition requires teachers to master online media applications to help the learning process The online media most commonly used by teachers in Vietnam for online learning and assessment are Google Classroom and Google Forms During online teaching and learning activities, many teachers experience problems The three biggest obstacles in online learning and assessment activities are the lack of stability of the internet network, the lack of funds to buy internet quota, and the lack of suitable electronic devices for online learning Most teachers admit that they find it difficult to prepare lesson plans, and carry out online learning and assessments Some teachers also still doubt the effectiveness of online assessment methods because the teacher cannot control students whether students actually do the assessment task honestly and independently or not However, online learning and assessment has a positive impact on teachers, including increasing commitment as an educator, increasing empathy for students, and opening opportunities to learn new things about online media, as well as provide From students' perspective, lack of motivation also make it difficult to keep up with learning process

5.2.2.The effectiveness of integrating Google Form and Quizizz improve online assessment of students’ writing skills

The combined use of two online platforms, Google Form and Quizizz, has limited the disadvantages of using each application alone Furthermore, using both platforms helps maintain some of their individual benefits, which include making it easy for teachers to collect detailed statistics and feedback on each test, with detailed statistics tables details of each test and changes across tests, promoting students' learning motivation, enriching review lessons and tests,

From a teacher's perspective, Google Form and Quizizz's ease of operation and use helps teachers not waste too much time and money Minimize the difficulties encountered during online teaching or testing such as students not being interested in learning, easily cheating on tests, and taking a lot of time to compile statistics and classify each student's work

From a student's perspective, Google Form is very easy and fast because it is one of the very popular and widely used platforms Although Google Form is suitable for formative assessment tests, one of the disadvantages of Google Form is that

61 students can easily feel bored and lose interest in learning because the interface is simple and not very engaging eye Use in combination with Quizizz helps limit this disadvantage Quizizz not only promotes student learning motivation through game- based tests, this platform also includes utilities such as Google Forms such as easy statistics, interaction with parents and students about results or learning process,

In short, some of the benefits that can be taken in this research are for teachers, students, and prospective teachers the results of this research can be taken into consideration to provide an assessment of the learning of the students in schools using Google Form and Quizizz Furthermore, for students with the development of learning assessment instruments to take assessments of writing skills by using Google Form and Quizizz, it is expected that students can measure mastery of the material and increase their interest in learning English subjects, especially in English writing skills.

Limitations of the study

Firstly, because the definition of “Online writing assessments” is new and it consumes a lot of meaning, this definition was recommended for the next research of researcher or other teachers who want to extend the scope of investigation about English activities

Secondly, because the sample size of the study is rather small (3 classes; 3 teachers) although the findings of this study quite promisingly proved the effectiveness of differentiated instructions by learning styles on motivabation, any replication and generalization from this study should be done with great caution

Thirdly, the analysis of the results was not so effective and productive The survey results of the PLPSQ and AMTB should be analyzed by software like Excel, so the reliability of the results would be raised and a large quantity of data could be processed quickly and efficiently Because of this limitation in the analysis instrument, the researcher was made to choose action research with a small sample size so that the researcher could handle them best

Last but not least, the time of the research was quite short – only one the semester Moreover, most governments around the world, including Vietnam, have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic These nationwide closures are strongly impacting over student

62 population and it also affected the time and the result of the research (Because school facilitates the continuity of education for all through remote learning) Therefore, the results may be inconsistent and subjective Covering as much of the syllabus as possible would be better, but the research suffered from the time constraint.

Suggestions for further research

The time available to teachers is severely restricted Instructors must incorporate technology into their lessons Google Forms and Quizizz are free services available to anybody with a Google account Internet connection, and they provide several benefits to both instructors and students Google Forms and Quizizz have the following advantages: a free tool for instructors and students; results may be readily shared with other teachers, students, and parents using Google Accounts; differentiation can also be achieved using Google Forms and Quizizz

Google Forms and Quizizz may also be used to create different types of exams that can be incorporated into Google Classroom Google Forms and Quizizz, because of their quick data display, might be effective as tools for different types of assessments Teachers can share students' replies through Google Classroom or directly to a Google Account thanks to the sharing capabilities of Google Forms and Quizizz

Further study might involve analyzing teacher attitudes of producing Google Forms and Quizizz at the primary or secondary school levels, as well as reviewing teacher perceptions of utilizing Google Forms and Quizizz at various grade or subject levels Instructors have just recently begun to explore the potential that Google Forms and Quizizz might provide to the area of education

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APPENDIX 1: The instruction of GG Form for online assessment of students’ writing skills

APPENDIX 2: The instruction of Quizizz for online assessment of students’ writing skills

APPENDIX 3.1.: Students’ Pre-questionnaire (English)

APPENDIX 3.1.1: Students’ Pre-questionnaire (Vietnamese)

APPENDIX 3.2.: Students’ Post-questionnaire (English)

APPENDIX 3.2.1: Students’ Post-questionnaire (Vietnamese)

APPENDIX 8: Results of The research

APPENDIX 1 The instruction of GG Form for online assessment of students’ writing skills

Creating a Google Form is quick and easy thanks to the user-friendly design of the Google Formssite

1.1.1 To begin creating a quiz, sign in to your Google account The Google waffle, an array of nine little gray dots, is located in the upper right-hand corner of the screen When you click on the waffle, all of the Google Suite applications' icons will show

1.1.2 Find the “Forms” purple icon and click to open the application

1.1.3 As the site loads, you'll have choices to create a new quiz or select one of the prepared themes Any previously created Forms are listed under these choices Every component of the Form is modifiable when creating a blank quiz Using a template allows the author to easily input material into a pre-made template, eliminating the need for formatting

1 There are a few icons on the upper right side of the screen To change the appearance of the Form, click the "Customize Theme" icon

2 The following toolbar should appear to the right of the workspace There are options in the toolbar to add an image, modify the main and highlight colors, and change the font style

Font size and layout are not editable Google Forms adapts the font for titles, headers, and subheadings automatically

Google Forms provides extensive form customization As a result, composing questions is as easy as following the question templates

1 The image below depicts the selection box that lists the many sorts of question templates that Google Forms provides Choose the type of question and enter the question and answer options

While Google Forms lacks a question bank like Edulastic or Kahoot, it is simple to input screenshots of other questions The researcher used questions from the Case 21 Item Bank on MasteryConnect for building the Google Forms for this assignment The researcher scoured the item bank for questions that assessed the knowledge taught, then screenshotted the question The Google Forms were created on a MacBook Air by the researcher

Screenshot features may not be available on other devices

1 To take a screenshot on a MacBook Air, hold down the "Command," "Shift," and "4" keys at the same time The cursor will move Highlight the required area with

73 the trackpad When you release the trackpad, the picture on the highlighted region of the screen is captured and saved as a PNG file on your computer's desktop

2 Now that the screenshot has been saved to the desktop, it may be inserted into the Google Form Click the "Add Picture" icon on the right-hand toolbar to add a photo to a question

3 A window will appear with the option to enter a picture by uploading, dragging and dropping a file, or one of several additional options Choose the "Browse" option and locate the file to upload, or locate the picture on your desktop and drag the screenshot icon from the desktop into the "Insert Image" box The image of choice should be entered into the Form

Go to the toolbox on the right-hand side of the page to add more than one question to an exam

1 The image below depicts the "Add a Question" toolbox icon Just click this button to add a new question All of the aspects of this question can now be edited

Now that numerous questions have been added to the form, it is feasible to tweak the form's features to turn it into a quiz

1 Locate the Settings Icon in the upper right corner of the form When you click that button, a selection of options should appear

2 In the Settings box, There is a menu item named "Quizzes." Choose that tab Make sure the sliding bar to the right of "Make this a quiz" is selected Instead, the Google Form will not save students' email addresses and will generate anonymous answers Select whether to disable or enable "Locked Mode" on Chromebooks Allowing students to leave this setting on keeps them focused on the quiz and stops them from opening new tabs

3 Additional noteworthy features are the "Release Grade" and "Respondent Can See" sections These options are customizable based on personal preferences

4 To prevent cheating, Scroll down to the "Respondents Can" section after clicking the "General" button Make sure "Edit After Submit" is not ticked for the sake of a quiz After getting the score and seeing the proper answers to the questions, one of the students in this research figured out how to get back into the exam and modify their responses As a result, before distributing results, wait until all students have submitted their departure tickets

Students’ liking level of using GG Form and Quizizz

Chart 3: Students’ confidence level after using GG Form and Quizizz

According to Chart 2 and 3, the overall opinion of online examinations by students shows a significantly substantial association with overall motivation level These findings suggest that when students' perception ratings on online tests improve, so does their motivation, and vice versa This might imply that perception impacts motivation or that motivation influences perception in the same way

Very Unsatisfied Unsatisfied Neutral Satisfied Very Satisfied

Very Unconfident Unconfident Neutral Confident Very Confident

1.1 Economical since it saves effort 33% 100%

1.2 Economical since it saves time 100% 100%

1.3 Economical since it saves money 100% 100%

2.1 Flexibility it can be applied before the explanation 100%

2.2 Flexibility it can be applied after the explanation 100% 100%

2.3 Flexibility it can be applied during the explanation 100%

1 Digital assessment tools are more efficient 100% 100%

2 Teachers can monitor student progress in real-time 33% 100%

3 Personalized learning and its significance in students’ outcomes 67% 100%

4 Provide direct feedback and easily correcting misconceptions 100% 67%

5 Significantly reduce the monitoring burden while examining large numbers of students 100%

6 Decreasing tile workload of teachers through saving time sent on routine work 100%

7 Allows teacher to quickly evaluate the performance of the group against the individual 100%

8 All data can be stored on a single server 100% 100%

1 Assessing the practical skills (writing) is less difficult and more accuracy 100%

2 Less challenges in technology adoption by students and teachers 100% 100%

3 Difficulties estimating the type of long answer 100%

The majority of the benefits of random online assessment platforms were highlighted when integrating GG Form and Quizizz First, this ensures that any benefits of using testing platforms are preserved The integrated use of GG Form and

Quizizz based on the teacher's testing purposes can bring teachers many benefits such as reducing the amount of work, better control of students, unified learning results more flexible, detailed and relevant statistics, moreover, this also gives students a better experience when they can take full advantage of online assessment platforms (learning) Students can increase their interest in learning when using Quizizz for formative assessment, while GG Form is used in the assessment process to summarize knowledge of a lesson, ) Second, as compared to traditional learning materials, internet resources make it easier to discover needed knowledge This opens the door to need-based learning and development rather than traditional curriculum-based learning and development

According to teachers who integrating GG Form and Quizizz in writing online process, the results of the post-interview can be summarized below:

“I find Quizizz and GG Form interesting as platforms for writing assessment.”

“I find Quizizz and GG Form easy to use in the class.”

“I find that my students enjoy using Quizizz and GG Form for writing assessment.”

“Quizizz and GG Form helps me to review the progress of students’ writing.”

“GG Form allows me to provide feedbacks to my students’ writing.”

“Quizizz and GG Form is easier to use for writing assessment than the conventional ways of assessment.”

“I will continue to use Quizizz and GG Form in assessing students’ ability in writing.”

“My students enjoy using Quizizz and GG Form for writing assessment.”

“My students show interest and motivation in using Quizizz and GG Form.”

“My students show active participation.”

“My students try to finish the assessments even when they are difficult.”

“My students are doing the assessments with sincere effort.”

Overall, integrating Google Form and Quizizz limited teachers’ difficulties in monitoring students' learning outcomes over a long period of time and improving student motivation, which helps students have a better sense of learning and Limit the disadvantages caused by online learning

Throughout the course of this project, the researcher used data collected from the Google Form and Quizizz assessments to guide instruction The researcher posed questions to find out the realism of online testing of students' writing skills, thereby analyzing the factors affecting the learning quality of students in the process of online learning Moreover, the researcher can also exploit the information related to the online test from the teacher's perspectives The purpose of the researcher as a teacher was to give meaningful experiences for students to connect with the information in meaningful ways Every instructional decision was made with the goal of increasing students' grasp of the course topic The data given by Google Forms and Quizizz supported every choice made throughout this project As a result, the data collecting procedure became flexible

By observing formative and summative assessments daily to the students as well as mining information from teachers who are in the process of using online testing platforms, the researcher was able to find out the factors that affect the online test of students' writing skills from the point of view of students and teachers

The process of analyzing data was simplified by using the ready-made data from Google Forms and Quizizz The researcher was instantly able to observe which students were performing well and which students needed further support, as well as discover what topic or skill those students needed extra aid to grasp

Overall, the researcher used data to to investigate the current situation of the online writing skills assessment has been carried out at lower secondary schools and how integrating Google Form and Quizizz could improve online assessment of students’ writing skills

5.2 Major findings of the study

5.2.1.The current situation of online assessment of students’ writing skills employed at the school

The COVID-19 pandemic has implications for the policy of implementing online-based education in Vietnam, from face-to-face learning to online This

60 condition requires teachers to master online media applications to help the learning process The online media most commonly used by teachers in Vietnam for online learning and assessment are Google Classroom and Google Forms During online teaching and learning activities, many teachers experience problems The three biggest obstacles in online learning and assessment activities are the lack of stability of the internet network, the lack of funds to buy internet quota, and the lack of suitable electronic devices for online learning Most teachers admit that they find it difficult to prepare lesson plans, and carry out online learning and assessments Some teachers also still doubt the effectiveness of online assessment methods because the teacher cannot control students whether students actually do the assessment task honestly and independently or not However, online learning and assessment has a positive impact on teachers, including increasing commitment as an educator, increasing empathy for students, and opening opportunities to learn new things about online media, as well as provide From students' perspective, lack of motivation also make it difficult to keep up with learning process

5.2.2.The effectiveness of integrating Google Form and Quizizz improve online assessment of students’ writing skills

The combined use of two online platforms, Google Form and Quizizz, has limited the disadvantages of using each application alone Furthermore, using both platforms helps maintain some of their individual benefits, which include making it easy for teachers to collect detailed statistics and feedback on each test, with detailed statistics tables details of each test and changes across tests, promoting students' learning motivation, enriching review lessons and tests,

From a teacher's perspective, Google Form and Quizizz's ease of operation and use helps teachers not waste too much time and money Minimize the difficulties encountered during online teaching or testing such as students not being interested in learning, easily cheating on tests, and taking a lot of time to compile statistics and classify each student's work

From a student's perspective, Google Form is very easy and fast because it is one of the very popular and widely used platforms Although Google Form is suitable for formative assessment tests, one of the disadvantages of Google Form is that

61 students can easily feel bored and lose interest in learning because the interface is simple and not very engaging eye Use in combination with Quizizz helps limit this disadvantage Quizizz not only promotes student learning motivation through game- based tests, this platform also includes utilities such as Google Forms such as easy statistics, interaction with parents and students about results or learning process,

In short, some of the benefits that can be taken in this research are for teachers, students, and prospective teachers the results of this research can be taken into consideration to provide an assessment of the learning of the students in schools using Google Form and Quizizz Furthermore, for students with the development of learning assessment instruments to take assessments of writing skills by using Google Form and Quizizz, it is expected that students can measure mastery of the material and increase their interest in learning English subjects, especially in English writing skills

Firstly, because the definition of “Online writing assessments” is new and it consumes a lot of meaning, this definition was recommended for the next research of researcher or other teachers who want to extend the scope of investigation about English activities