HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- TRAN THI HOA THAO USING QUIZIZZ FOR GAME-BASED FORMATIVE ASSESSMENT IN EFL HIGH SCHOOL CLASSES: AN EXAMINATION OF STUDENTS’ ENGAGEMENT AND PERCEPTIONS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- TRAN THI HOA THAO USING QUIZIZZ FOR GAME-BASED FORMATIVE ASSESSMENT IN EFL HIGH SCHOOL CLASSES: AN EXAMINATION OF STUDENTS’ ENGAGEMENT AND PERCEPTIONS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR. HOANG THI LINH GIANG THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ --------------- TRẦN THỊ HÒA THẢO KHẢO SÁT MỨC ĐỘ THAM GIA VÀ NHẬN THỨC CỦA HỌC SINH VỀ VIỆC SỬ DỤNG QUIZIZZ CHO HOẠT ĐỘNG ĐÁNH GIÁ THƯỜNG XUYÊN THÔNG QUA TRÒ CHƠI Ở CÁC LỚP HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. HOÀNG THỊ LINH GIANG THUA THIEN HUE, 2022 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by anotherperson except where due reference is made in the thesis itself.
Signed: ………………………… Date: 20/12/2022 ABSTRACT This study was carried out to investigate the effects of applying Quizizz into formative tests on EFL high school students’ engagement in the learning activities as well as their perceptions towards this game-based assessment tool. The study adopts a mixed-methods approach in data collection and analysis on a sample of 70 students from Quoc Hoc high school. The data collection instruments are classroom observation, questionnaire, and interview. The data was analyzed using SPSS Statistics software for the questionnaire responses and thematic analysis for classroom observation fieldnotes and interview responses.
The results of the study showed that students’ engagement was positively influenced by the use of Quizizz for formative assessment purposes in the classroom. Students agreed that Quizizz brought more fun and enjoyment to the class during the assessment sessions, hence, making them feel motivated to try harder in their learning. However, according to students’ perceptions, there were still several drawbacks concerning technical issues and students’ mindset apart from the benefits that Quizizz brought to the classrooms. Finally, some suggestions were put forward for teachers and students to use Quizizz more effectively during formative assessment sessions in classroom settings.
ACKNOWLEDGEMENT I would like to express my deepest gratitude to many people for their support and assistance throughout the time I carry out my research. First of all, I would like to show my most profound gratitude to my supervisor, Dr. Without her guidance and assistance, the study would not be done completely. She gave me such precious advice and suggestions for every stage of the development of this paper.
Secondly, I would also like to thank all the lecturers in Hue University of Foreign Languages who have provided me with useful knowledge and given me the most favorable condition to learn and research. Thirdly, I am deeply thankful for the grade 10 and grade 11 students from Quoc Hoc high schools in Hue city for providing me the most enthusiastic assistance to collect the needed data. Finally, my heartfelt thanks go to my family and close friends who have given me a lot of support and encouragement to fulfill the study. List of Tables Table 1: Effects of Quizizz on EFL Students’ Engagement Levels in Class Table 2: Mean Score Interpretation Table 3: EFL Students’ Cognitive Engagement Levels Table 4: Benefits of Applying Quizizz into Formative Assessment Table 5: Drawbacks of Applying Quizizz into Formative Assessment Table 6: Suggestions from Students to Apply Quizizz into English Lessons Table 7: Suggestions from Students on the Time Quizizz Should be Applied in Class List of Figures Figure 1: Methods of Doing Formative Tests Arousing Students’ Interests Figure 2: EFL Students’ Feelings when Doing Formative Tests on both Methods Figure 3: Students’ Usernames on Quizizz Figure 4: Students’ Feelings when Choosing the Correct Answers and Getting Good Results on Quizizz Figure 5: Methods of Carrying out Formative Tests Encourage Students to Participate More Actively in the Assessment Activity Figure 6: Each Method Encourages Students to Discuss the Correct and Incorrect Answers Figure 7: Methods of Carrying out Formative Tests Encourage Students to Try and Do Better Figure 8: Raising Questions when Having Problems Understanding Figure 9: Reasons Why Quizizz is a Useful Assessment Tool Figure 10: Factors Disrupting Formative Assessment Sessions on Quizizz Figure 11: Distracting Factors on the Phone Figure 12: Areas that Quizizz Should be Used to Check Students’ Progress List of Abbreviations BYOD : Bring Your Own Device CALL : Computer-Assisted Language Learning EFL : English as a Foreign Language FA : Formative Assessment PPT : Paper and Pencil Test SA : Summative Assessment TABLE OF CONTENTS Statement of Original Authorship .iii List of tables.
iv List of figures. v List of abbreviations. vi Table of contents .vii Chapter 1: Introduction. Background of the study.
Aims of the study. Scope of the study. Significance of the study. 6 Chapter 2: Literature Review.
Traditional Formative Assessment Methods. Game-based formative assessments as an alternative for traditional tests. What is Quizizz?. Benefits of using Quizizz in English classrooms.
Students’ engagement in the classroom. Effects of using Quizizz on students’ engagement in class. Students’ perceptions towards the use of Quizizz in class. Research design and method.
Participants of the study. Reliability and validity .1 Classroom observation data. 34 Chapter 4: Findings and Discussion. Perceived benefits of applying Quizizz into formative tests on the students’ engagement in the classroom.
EFL students’ perceptions towards the application of Quizizz into students’ formative tests in the classroom. Suggestions from EFL students to reach a more effective way of applying Quizizz into students’ formative tests in the classroom. 62 Chapter 5: Conclusion and Implication. Summary of Findings.
The effects of applying Quizizz into EFL students’ formative tests on the students’ engagement in the classroom. EFL students’ perceptions towards the application of Quizizz into formative tests in the classroom. Suggestions for more effective ways of applying Quizizz into EFL students’ formative tests in the classroom. Limitations of the study.
Recommendations for further studies. 72 REFERENCES APPENDICES Chapter 1: Introduction 1. Background of the study One of the important components in education that support the successful teaching- learning process is assessment. It is admittedly a source of data which will be utilized by teachers to reflect on their teaching process, as well as their students’ learning process to help the students achieve their learning goals.
Besides, in this digital era, technology is another component that is indispensable in education. One way that technology can be a considerable source of support in teaching and learning is by improving the ability to offer formative assessment of the learners’ skills and knowledge during teaching and instructional process. Providing immediate feedback during the formative assessment process, with the aim of improving students’ performance, is crucial in learning and teaching. In other words, assessment, one of the core components of education, provides teachers with a great deal of information about teaching and learning, and technology, a great assistant, helps learners to achieve the learning goals more easily.
Teachers can take advantage of the integration of technology and assessment to get detailed information of students’ progress and make adjustments accordingly to improve their teaching process. Undoubtedly, the integration of technology in classrooms has become a necessity for effective teaching that improves learning, especially in the 21st century, where the road to motivate and encourage students to learn is paved with their passion for technology and digital tools. With the advent of technology and its role in education, a wide body of research has developed in investigating the role of technological instructions in the educational process and their effect in improving the interactive education environment (Ali, 2001; Baylor, 2002; Caldwell, 2007; Damick, 2015; Danielson, 2011; Fawzi, 2010; Irving, 2015). A number of these studies have provided evidence of the significant contribution that technology makes to 1 improve the methods of teaching, learning and assessment, which positively impact students’ knowledge and skills.
Concerning the great assistance of technology, Beatty (2010) stated that Computer- Assisted Language Learning (CALL) activities encourage learners to investigate language instead of being passive recipients of language and thanks to CALL, they can be active participants in English language learning (Beatty, 2010). One noticeable sign is that in recent years, a lot of teachers have been utilizing Web-Apps for various reasons. These applications can contribute to learner motivation, enhance classroom interaction, and generate instant feedback on students’ learning. A lot of research has revealed that the use of computer technology has a favourable impact on all language skills (listening, reading, speaking, writing) (Tsai, 2003) and has resulted in increased motivation (Chang, 2002), self-concept and confidence (Stepp-Greany, 2002).
In addition to these contributions, Web-Apps also provide authentic materials and the learners can access a lot of sources instead of being dependent on only one source. This helps the learners broaden their horizons eventually. Furthermore, learners have different types of intelligence and to meet their needs, integrating these applications into classes is crucial in this respect. There are numerous applications that can be used in foreign language classes.
These include vocabulary, grammar quizzes, games, dictionaries, and so on, and can be accessed with a single click. Thus, teachers can adapt these applications for their classes. The process of language learning can be richer and more fruitful by integrating them into education. Quizizz, one of the most commonly used online-based learning applications, is utilized by educators to form online quizzes with the hope of bringing more interaction, engagement and motivation to the students while learning English (Basuki, 2019).
It can be utilized for the beginner level of elementary to college students. Through this application, students can 2 participate in interactive classroom activities using their mobile devices to enhance their learning experience. Quizizz is a game-based educational app, which brings multiplayer activities to classrooms and makes in-class exercises interactive and fun. Unlike other educational apps, Quizizz has game characteristics like avatars, themes, memes and music, which are entertaining in the learning process.
Quizizz also allows students to compete with each other and motivates them to study. Students take the quiz at the same time in class and see their live ranking on the leader-board. Instructors can monitor the process and download the report when the quiz is finished to evaluate students’ performance. Using this app in the English classrooms can help stimulate students’ interest and improve students’ engagement.
Basuki and Hidayati (2019) state that Quizizz is a fun game to conduct quick assessments in the classroom. This application is also considered as an innovation which takes the process of understanding into consideration with gamified quizzes, rather than relying on classical tests and assignments (Rahayu, 2019). Another study on evaluating the use of Quizizz in classroom shows that using Quizizz in teaching encouraged students to display positive attitude towards the teaching and learning process and assessment during the class (Suo, 2018). It was reported that class sections where Quizizz was applied had frequently higher scores on the satisfaction of using this app and higher scores on the instructor’s teaching evaluation (Zhao, 2019).
Hence, it is hoped that using Quizizz may bring some fun for the students, especially against the backdrop of the pandemic situation that forces them to study within walls and with limited interactions among teachers and even among their fellow students.