SKKN APPLYING QUIZIZZ IN LESSONS AND ITS EFFECTS ON EFL GRADE 11 STUDENTS’ MOTIVATION AND PARTICIPATION

These methodologies are very useful in attracting students’ attention in learning process, however, they are not integrated engagement and motivation.. In the fact, there are not many st

NGHE AN EDUCATION AND TRAINING DEPARTMENT

THANH CHUONG 3 HIGH SCHOOL

FOREIGN LANGUAGE – LITERATURE GROUP

  

APPLYING QUIZIZZ IN LESSONS AND

ITS EFFECTS ON EFL GRADE 11

STUDENTS’ MOTIVATION AND

PARTICIPATION

Author: Duong Thi Thanh

Group: Foreign Language and Literature Group

Phone number: 0979 580 590

School year: 2021-2022

TABLE CONTENTS

PART 1 INTRODUCTION ….3

I Rationale 3

II The Improvement of the Experience 3

III The Scope of the Experience 4

IV The Methodologies of the Experience 4

PART 2: CONTENT 5

I Literature Review 5

1 The Definitions 5

1.1 The Definitions of Involvement 5

1.2 The Definitions of Motivation 5

1.3 The Definitions of Quizizz 5

2 Literature Review and Related Studies 6

2.1 The Role of Technology and Games in Education……….6

2.2 Quizizz games’ effects on students’ motivation and active engagement…7 II Data 8

1 The Treatment test 8

2 The Questionnaire for Students 8

2.1 The Pre- Questionnaire for Students' Motivation 8

2.2 The Post- Questionnaire for Students' Motivation 9

2.3 The Pre- Questionnaire for Students' Participation 10

2.4 The Post-questionnaire for Students' Participation 11

3 The Questionnaire for Teachers 12

III Analyses and Evaluations 13

1 Factual Problems 13

2 Drawbacks 14

IV Solutions and Suggestions 15

1 Teachers 15

1.1 Roles 15

1.2 Characteristics 16

1.3 Self development 17

2 Students 17

3 Lessons 18

V Pedagogic, Scientific, Practical Characteristic and Novelty of the Experience 20 1 Pedagogic Characteristics 20

2 Scientific Characteristic 21

3 Novelty 22

3.1 Active Involvement Increase ……… …….22

3.2 Motivation Increase ……… 22

3.3 Stress Reduction for Students ……… 23

3.4 Game-based Learning………23

3.5 Home-Based Learning 23

4 Practical Characteristics .24

VI Results .24

1 The Treatment Test ….25

2 The Pre-questionnaire and The Post-questionnaire for Students …25

2.1 The Pre- questionnaire and Post-questionnaire for students’ motivation 25

2.2 The Pre-questionnaire and Post-questionnaire for students’ participation.28 PART 3: CONCLUSION 30

I Procedure 30

1 The techniques 31

2 Samples 36

3 Images of Students' activities in Classes 41

II Significance 51

III Suggestions 52

IV References 53

V Appendix 54

Engaging students’ involvement in learning process is one of potentially decisive factors which leads successful lessons and plays an integral part in achievement in all of levels ranging primary schools to higher education Students’ engagement brings them tremendous opportunities to acquire knowledge from their mentors as well as their partners It is teachers’ observation about students’ participation, teachers can have a more accurate idea that what is the understanding level of students about the concept being taught (Maznevski 1996)

Educators and scholars including Hashim, Yunus & Hashim, (2019) have recognized the significance of motivation in the learning process and Iaremenko (2017) claimed that motivation is accorded as one of the most powerful catalysts in ESL learning, in other words motivation is one of the key factors driving language learning success Motivated learners are regularly willing to work hard, add their own goals to those of the classroom, focus their attention on the tasks at hand, persevere through challenges, do not need continuous encouragement, and may even stimulate others in the classrooms, promoting collaborative learning

I have been teaching English at a high school for more than fourteen years and have been applying several updated methodologies in my various classes recently including MI-based lessons and mindmaps etc These methodologies are very useful

in attracting students’ attention in learning process, however, they are not integrated engagement and motivation After a long time to try applying various ways in a wide range of classes, I explore one thing interesting that cannot only encourage students

to participate in more actively but also motivate them is Quizizz App It is the reason why I have attempted to write this experience I would like to share my minor ideas about Quizizz App’s advantages for students’ participation and motivation in my classes

II THE IMPROVEMENT OF THE EXPERIENCE

Using Quizizz in teaching and learning process has attracted the great interest of numerous educators as well as lectures and teachers on the worldwide scale However, at Vietnam’s state schools, the exploitation of potential of Quizizz in lessons seem to not be highly appreciated, particular schools in mountainous and remote areas like in my location Up to present, Quizizz seems to be one of the most effective solutions for learners’ engagement and motivation The activities gamified with Quizizz application regularly have a more positive impact on academic

achievement and student engagement when compared to the other groups

At the modern time, children both learn differently (Prensky, 2014) and prefer to learn the information that is useful, fun and relevant (Jukes & Dosaj, 2004) The requirement to know how this generation can learn better and what their preferred learning styles are (Arabaci & Polat, 2013) has emerged as a new educational issue (Campell, 2016) The education faced new challenges and lessons had to be redesigned based on the needs, preferences and orientations of digital natives in

order to be successful in the 21st century (Prensky, 2001)

Demirtaş & Kahveci, (2010) claimed that the approach which instructional activities designed based on student needs increased the success in education introduced the need for new methothology According to (Lee & Hammer, 2011 and Kumar & Khurana, 2012), the lack of student motivation to learn and student engagement in the instructional environment became a fundamental problem in modern education

as a result of the digital revolution This difficulty cannot be solved by traditional ways and the motivation and engagement in learning cannot be achieved Quizizz application, one kind of gamifications could be effective on the improvement of learners’ motivation and engagement, should be introduced to the education system

as a new approach

In education, Quizizz application is a way of playing creative games with a wide range interesting lessons in classroom In an educational setting, Quizizz application supports the individuals to acquire the potential to develop critical thinking and multi-tasking, while training successful 21st century digital natives This application makes learning more entertaining, increasing the motivation of the students to learn and students acquire knowledge as well as lessons subconsciously Particularly, instant feedback capability of Quizizz using game elements such as scores, badges, rankings and rewards in Quizizz leads to student engagement in learning environment and enforces their behavior to reach their target

III SCOPE OF THE EXPERIENCE

With the aim of discovering the effect of Quizizz games on EFL learners’ involvement and motivation , a survey was conducted to collect the needed data from the learners Forty four students of a high school in Nghe An province were involved

in this study

IV METHODOLOGIES

The main methodology which was used in the project was experimental One class

of high school students, in Thanh Chuong district was involved in the study

The study is intended to measure students’ active involvement, motivation as well

as to see benefits of Quizizz games with learners’ participation and motivation

Sartika Andi Patau (2018) claimed that classroom participation requires to students interact in the classroom to indicate that they are learning and paying attention Beside that it also emphasis students attention to the teacher and peers to make sure they understand their questions or opinions so that they can express their thoughts and feeling to make sure their activity participation in the classroom and also in the lessons

1.2 Definitions of motivation

According to Hamid Tohidi and Mohammad Meddi (2011), motivation is powering people to achieve high levels of performance and overcoming barriers in order to change

Definitions of motivation were gleaned from a variety of psychology textbooks and reflect the general consensus that motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction (Kleinginna and Kleinginna, 1981a)

1.3 Definitions of Quizizz

Quizziz is an online assessment tool that allows to teachers and students to create and use another’s quizzes online by typing codes of the quizzes With this online platform we can design the quizzes with music, pictures or video, many kinds of questions

Quizizz is an Indian creativity software company headquartered in India, that creates and sells a gamified student engagement platform The software is used in class, group assignments, pre-test review, formative assessments and pop quizzes (From

Wikipedia, the free encyclopedia)

2 Literature Review of Related Studies

In recent years, teachers, educators as well as scholars have been fully aware of the importance of motivation in the learning process According to Iaremenko (2017), motivation is considered as one of the most powerful catalysts in ESL learning There are two types of human motivation including intrinsic and extrinsic motivations Iaremenko (2017) also mentioned that intrinsic motivation is long-lasting and self-sustaining, and it is personally driven by enjoyment, positive feelings, or interest However, extrinsic motivation is driven by external factors such

as rewards, prizes, praise and compliments In the fact, there are not many students who possess intrinsic motivation, therefore, teachers should design the activities encouraging students’ extrinsic motivation and game-based lessons are one of effective methods to enhance learners’ motivation and participation

2.1 The Role of Technology and Games in Education

Papadakis (2019) believed that as a part of the educational use of ICT, digital games can be learning tools, motivators and generators of curiosity and as a result an effective means of optimising student learning and performance in daily educational practice The positive relationship between learning and students’ engagement while using digital games has been confirmed by various independent studies over the years

Digital games are gaining wide recognition as an effective way to create socially

interactive and constructivist learning environments Many studies indicate that

playing video games gives learners a ‘mental workout’ and the structure of activities embedded in computer games develops a number of cognitive skills (Giannakos, 2013) Moreover, numerous games use the same sorts of techniques we recognise

as the pedagogical methodology, even though they were not designed that way

deliberately Many educators realize digital games as powerfully motivating digital

environments (Papadakis et al., 2014) because of their potential to enhance active student engagement and motivation in learning process (Hsu et al., 2017) as well as

an effective way to create socially interactive and constructivist learning

environments (Chan et al., 2017)

Yadollahi & Rahimi, (2011) considered that the presence of technological tools such

as online quiz-games and web based learning in teaching and learning process has allowed a whole new world of exploration into the matter of teaching Williyam, Melor, & Azlina, (2016) added that games can aid and reassure learners to sustain their interest and work Games are believed to be helpful for teachers to provide useful and meaningful context in their teaching with the element of fun in it Therefore, the meaning of the second language will be more richly experienced, and better remembered

2.2 Quizizz games’ effects on students’ motivation and active engagement

Gardner’s Motivation Theory has been providing numerous influences in the second language learning field for many years Gardner (2001) stated that motivation includes three elements including effort, desire and also positive affection Gardner (1985) stated that the role of orientations (integrative and instrumental) or goals is

to intrigue motivation and drive it to achieve the goals

Jemima et al (2017) and Williyam et al (2016) suggested that the utilization of games is effective in drawing students’ attention as well as motivation, because playing games provides social interaction with other learners in virtual environments Rankin, Morrison, McNeal, Gooch, & Shute, (2009) thought that using games in language classrooms stimulates positive affective factors such as increased motivation and engagement Since games involve pupils, even those who are usually quiet will become more active and participate in activities actively Viray (2016) believed that gamification hopes to create collaboration and encourage users to use game components such as approaches, scoreboards, and critiques along with other benefits There are some popular Web 2.0 applications such as Kahoot, Quizlet, Edupuzzle and Quizizz used for teaching Quizizz is a gamified online tool for teaching and learning English which that allows students to assess their knowledge and track progress

Zhao (2019) claimed that Quizizz is available for free and its easy-to-use formative online assessment tool that teachers can use to conduct students' language studies The highlights of Quizizz in teaching and learning grammar, pronunciation or revision are timely access, quiz overview (scoring and ranking) as well as performance data (number of answers), the number of unexpected questions, normal time per questions and the longest series It is ranking and scoring that encourage students’ motivation and active participation Students can observe the scoreboard and attempt to win their partners by try their best to answer correctly with the fastest

speech to get the highest score for each question, which create the suitably competitive environment in class

II DATA

This section describes detailed statistics that have been selected in progress of the implementing this experience Besides, observed facts on the topics that are generally

1 The Treatment Test

Table 2.1 The average total scores of the pre-treatment and the post-treatment test

2 The Questionnaire for Students

2.1 The Pre- questionnaire for students’ motivation

Table 2.2 The number of students choosing options in the questionnaire part

Students’ motivation toward learning English without Quizizz

Number Statement Strongly

16 36.36%

14 31.82%

7 15.91%

2 I am interested

to learn English

in school

7 15.91%

10 22.73%

22 50%

5 13.36%

16 36.36%

10 22.73%

6 13.64%

4 I think I can

improve my

English

14 38.82%

13 29.55%

12 27.27%

5 13.36%

5 I feel more

confident to use

English

16 36.36%

12 27.27%

10 22.73%

6 13.64%

6 I think my

English class is

interesting

8 18.18%

10 22.73%

13 29.545%

13 29.545%

7 I like to compete

with my friends

in English games

10 22.73%

10 22.73%

16 36.36%

8 18.18%

2.2 The Post- questionnaire for students’ motivation

Table 2.3 The number of students choosing options in the questionnaire part

Students’ motivation toward learning English using Quizizz

Number Statement Strongly

0 0%

14 31.82%

30 68.18%

2 I am interested

to learn English

in school

0 0%

1 2.27%

13 29.55%

30 68.18%

3 I prefer to spend

more time in

English class

0 0%

6 13.64%

20 45.45%

18 40.91

3 6.82%

30 68.18%

11 25%

0 0%

20 45.45%

24 54.55%

6 I think my

English class is

interesting

0 0%

0 0%

23 52.27%

21 47.73%

0 0%

18 40.91%

26 59.09%

2.3 The Pre- questionnaire for students’ active participation

Table 2.4 The number of students choosing options in the Pre-questionnaire part

Students’ active participation toward learning English without Quizizz

Number Statement Strongly

7 15.91%

23 52.27%

10 22.73%

2 I am interested

to learn English

in school

7 15.91%

10 22.73%

21 47.73%

6 13.64%

15 34.09%

11 25%

6 13.64%

4 I feel more

confident to use

English

16 36.36%

12 27.27%

10 22.73%

6 13.64%

5 I always attend

English classes

actively

10 22.73%

12 27.27%

12 27.27%

10 22.73%

2.4 The Post- questionnaire for students’ active participation

Table 2.5 The number of students choosing options in the Post-questionnaire part

Students’ active participation toward learning English using Quizizz

Number Statement Strongly

1 2.27%

22 50%

21 47.73%

2 I am interested to

learn English in

school

0 0%

1 2.27%

21 47.73%

22 50%

2 4.55%

18 40.91%

23 52.27%

1 2.27%

20 45.45%

23 52.27%

5 I always attend

English classes

actively

0 0%

0 0%

22 50%

22 50%

3 The Questionnaire for Teachers

Table 2.6 The number of teachers choosing options in the questionnaire part

Question 1: How do you think about the importance of

students’ motivation in learning?

A Designing the interesting and creative lessons, fun games

B Making sure that all students can understand the lessons

C Remembering students’ name

D All above ideas

E Others (Please specify)

III ANALYSES AND EVALUATIONS

This section presents and discusses analyses and evaluations of practical problems carefully in order to find out the drawbacks which the experience has mentioned

1 Factual Problems

The study was conducted at a high school in Thanh Chuong district It is located in the submountainous area, our school has 30 classes in all three grades from 30 to 44 students per class 75 teachers at this high school have been considerate, enthusiastic

and supportive for their students in order to help them to improve better and better

Two recent years, former students and students’ parents as well as sponsors have sponsored much for the school so our school has improved its infrastructure to create the most effective learning environment for students, particularly for teaching and learning English Up to now, all of these classes equipped with smart televisions,

17 classes equipped with computers, three audio-visual rooms and one digital English Language lab, two information technology classrooms and one STEM classroom

It can be seen from the above data that the students’ motivation and active participation are a little bit higher than average ( 33.31 and 32.5) Moreover, at a wide range of traditional schools, activities regularly address teacher-centered roles, teachers are responsible for explaining, lecturing or presenting the lessons and students are passive listeners In addition, most of the lessons are designed academically with a heap of bookish knowledge which is not extremely practical for students The prevailing lessons concentrate on language knowledge with vocabulary, rules of grammar and seem to neglect communicative skills –listening and speaking skill that are potentially decisive factors to master one foreign language

A few lessons or activities are created with technology’s help in order to enhance full development of learners’ essential skills such as, studying, reading, writing and communication skill Particularly, lessons which are prepared to teach students integrated practical skills including survival skill, negotiating skill, social skill, problem-solving skill and logical thinking skill have remained remarkably limited Moreover, lessons that teachers have applied technology by using online webs, applications or educational online platform such Quizizz or Kahoot seem to be rare The ratio of students who participates in learning process is urgently raised as well

as their awareness of importance of participation and motivation have become a alarming problem Since students have not deeply understood the integral role of active participation as well as motivation in learning process They seem to attend passively or in other words, most of them are told to learn and they are not completely eager to learn and participate learning activities in the classroom Even though almost English teachers at my school 7 out of 8 teachers (accounting 86,2%) find engagement and motivation very important and important for learning activities, there are 2 out of 8 ( accounting 25%) teachers who design the interesting and creative lessons, fun games with technology to encourage students’ motivation and active participation It is understandable because not all teachers are good at technology specially applying online platforms in designing qualified lessons Particularly, there is still one teacher who knows nothing about Quizizz and the number of teacher always and very often using Quizizz in teaching is zero, and there are three people never using Quizz in their teaching However, it is undeniable that teachers at my school especially English teachers make efforts to improve their professional knowledge and methodologies as well as are always willing to support students in case it is necessary for students

2 Drawbacks

There have been several difficulties which have influence on learning process In the first place, most of the students come from farming families with low-paid families

and disadvantaged background Therefore, they do not have many opportunities to use and exploit learning tools which support for learning process, including smart phones, laptops, computers or tablets in order to learn English after school or at home Besides, the majority of the students have learned English since grade 3 and the others have learned this subject since grade 6, only some of them are interested

in learning it and pay much attention to practice this subject A as result, their English proficiency is moderately poor The content of the lessons and questions are not suitable with students’ knowledge, which prevents students from actively participating in and motivating

As I mention before, there have been most of our considerate teachers who have full awareness of motivation and active participation Nevertheless, they seem not to spending much time on designing qualified and interesting activates which attract learners’ participation and motivation Additionally, creating fascinating activities and exercises in the online platform called Quizizz is the time-consuming task, it requires the teachers have to be patient and hard –working and intelligent Even one

of our eight teachers have never heard about this online platform, three of them have never used Quizizz in teaching Most of them do not usually feel self-confident to use this app at class because of their knowledge of technology as well as process of using this app

IV SOLUTIONS FOR PROBLEM

a) The Controller: The teacher is in complete charge of the class, what students do,

what they say and how they say it The teacher assumes this role when a new language is being introduced and accurate reproduction and drilling techniques are needed While using Quizizz, the teacher explains the rules of this game to students clearly

b) The Prompter: The teacher encourages students to participate and makes

suggestions about how students may proceed in an activity The teacher should be helping students only when necessary When learners are literally ‘lost for words’, the prompter can encourage them to continue learning or trying by giving several cues, the prompter are always in a supportive way

c) The Resource: The teacher is a kind of walking resource center that is ready to

offer help and provides learners with whatever language they lack when performing communicative activities or doing exercises As a resource the teacher can guide learners to use available resources in the internet

d) The Assessor/ Judge: The teacher assumes this role to see how well students are

performing or how well they performed Feedback and correction are organized and carried out There are a variety of ways we can grade learners, the role of an assessor gives teachers an opportunity to correct learners, help learners to understand their mistakes and avoid these mistakes later

e) The Organizer: One of the most challenging and important role the teacher has

to play is the organizer Because he success of many activities depends on good organization and on the students knowing exactly what they are to do next Providing instructions is important in this role as well as setting up activities

f) The Participant: This role improves the atmosphere in the class when the teacher

takes part in an activity When the teacher is able to stand back and not become the center of attention, it can be a great way to interact with learners without being too overpowering

g) The Tutor: The teacher plays as a coach when students are involved in project

work or self-study The teacher provides useful advice, instructions and guidance and helps students clarify ideas and limit tasks This role can be a great way to pay individual attention to a student

1.2 Characteristics

Qualified and professional teachers regularly have several following characteristics

In the first place, these inspiring teachers make students feel comfortable enough to share their ideas, answers or thoughts because they do not fear to be scolded for answering

Secondly, considerate, enthusiastic, sympathetic as well as positive characteristics are the most factors of successful teachers In lessons, it is extremely crucial for teachers to provide students detailed and careful explanation so that all of the students can acquire new knowledge and accomplish their homework

Besides, teachers with sense of humour are highly appreciated by majority of students since these teachers could make the learning and participating fun for the learners, make the class more enjoyable to attend

Moreover, teachers should also create more fascinating lessons and activities, suitable for students’ levels which based on Blooms Taxonomy with 6 levels ranging from memorizing to creating While designing Quizzes in Quzizz platform, teachers

should use pictures for easy questions and long explanations or definitions for complicated questions

Last but not least, teachers should have accurate and positive evaluation and assessment for each students so that they will try to learn more through progressive assessment not only the result One this online platform, scoring or ranking are automatic, but teachers’ assessment for students or groups are really necessary Teachers can give compliments for the winner or give encouragement for losers

1.3 Self development

The most challenging factors for teachers to apply Quizizz in teaching and learning are the limit of technology knowledge Especially, for teachers in sub mountainous area like our school, the opportunity to be taught about technology is limited Therefore, each teacher must make attempt to learn himself, he/she is aware of the importance of self development It is self development that helps teachers approach nearer to advanced educational applications as well as online platforms such as Quizizz, Kahoot, Padlet, ClassDojo and Classkick When teachers can apply one of these applications and platforms in teaching and learning, there will definitely be many benefits including interesting lessons, students’ active participation as well as students’ motivation

Teachers can search how to create a lesson in Quizizz application in google or watch the tutorial videos and follow each step to practice until they can do successfully Teachers also ask their colleges, friends who are good at about technology and

understand clearly about steps to create lessons or questions in Quizizz or read “the techniques part” in page 31 in this experience

Teachers can attend many groups that support you about technology and information such as beloved 21 hour Group, Teachers of 4.0 Age Group, Applying Technology

in Teaching and Managing group

Teachers they should regularly attend qualified courses and workshops which are beneficial for teaching English methodologies Applying technology in teaching courses are extremely crucial for teachers to participate in Teachers should also learn how to use some basic technical skills, including designing PowerPoints, using google forms or learn advance technical skills such as making the videos, using Teams, Kahoot, Quizziz in online teaching and learning

2 Students

In my areas, one of the most difficult things for students is that they do not have enough electronic devices such as smart phones, laptops, iPads This prevents students from accessing as well as exploiting benefits of technology in learning The solution for this disadvantage is encouraging students to share their gadgets with

their friends Students can work in groups and members in groups share devices together Meanwhile there are still some students who are not eager to play and learn lessons on Quizizz, they seem not to understand how to play Therefore, it is advisable for teachers to instruct students carefully how to play and learn on Quizizz Moreover, giving presents and compliment for winners is also good measures to encourage students’ motivation and active participation

Teachers have students who are good at technology help other classmates to improve together It is a golden opportunity for gifted students to share everything what they know, this will improve performing skill in the future Learning and working together also helps poor students learn much valuable things from their partners, this develop collecting information skill When both gifted and poor students receive benefits when they work together, they would be encouraged to cooperate together

3 Lessons

To attract students’ participation well, and motivation, lessons should be designed suitably with their English level so Bloom’s Taxonomy is applied carefully in designing the activities and questions There are 6 levels in Blooms Taxonomy, each level, many different categories of tasks are created in order to be relevant for all of the students ranging from the poor students to talented ones, including memorization, understanding, applying, analyzing

Based on Blooms Taxonomy’s criteria, memory exercises are prepared for poor students, for instance memorizing definitions of vocabulary words, fix phrases or collocations and then making the quiz that requires students to match the words, phrases with definitions or images In some lessons in this experience, students were asked to choose the right answer about the ways of reading /–ed/ or/-es/ ending in the pronunciation part and to look at the pictures and choose the right answer in unit 9- The post office

The next stage, students have to understand the content, concept or information, some kinds of tasks for learners to do such as categorizing the words, animals, fruits, trees, verbs or adjectives into right category; comparing two things or two people,

two places; writing the end of the story In this study, students were asked to guess the synonym and antonym of the underlined word in Quizzes

For applying level, some kinds of tasks are designed, including interviewing the partners about the family, daily routines; chatting with the friends about your hobbies or presenting your ideas about causes of pollution or solutions of protecting environment Students can rewrite sentences by combing two given ones in Quiz of Defining and Non-Defining Relative Clause or rewrite conditional sentences from given sentences in Conditional Sentence Quiz Or rewriting sentences is based on given word in Unit 6 Competition

The fourth level is analyzing with some types of tasks for example drawing map for words appearing in the videos, making the outline of the invitation of the letter In this experience, students are asked to complete the sentence based on picture in Conditional Sentences Quiz

mind-Evaluating is the next level in Blooms Taxonomy with numerous tasks are designed such as scoring your friends ‘performance or presentation (students score performance based on some given criteria However, this level is not used in Quizzes

in Quizizz

The highest level is creating which is used to designed various exercises or activities for brilliant or accomplished students Some common tasks are role playing- students are encourage their creativity- students are characters to role-play the videos they are interested in Or they can make a brief film about any topic you find interesting

In this study, the teacher gets students to design the questions about lessons which they have already learned

Lesson plans which consisted of 10 activities were utilized the students in one experimental groups to explore the effects of Quizizz-based lessons on EFL high school students’ involvement, and motivation Quizizz-based lessons were designed and utilized suitably in all ten activities so that students’ different potentials were stimulated and improved These activities which were designed based on watching the Quizizz-based lessons made the task more interesting and help students involve

in the lessons enthusiastically and excitedly, as well as encourage students’ motivation Detailed information for each learning period was listed in the following table

Table 4.1 The list of lesson plans

1st Unit 1 to Unit 5 Vocabulary and grammar

2nd Unit 6 Competition Pronunciation, grammar and

5th Unit 9: The Post Office Vocabulary

6th Conditional sentences Grammar

7th Unit 10: Nature in Danger Pronunciation, grammar and

11th Unit 13: Hobbies Pronunciation, stress,

grammar and vocabulary

V PEDAGOGIC, SCIENTIFIC, PRACTICAL CHARACTERISTICS NOVELTY OF THE EXPERIENCE

In this part, several characteristics of the experiences are described include pedagogy, science, practice and improvement

1 Pedagogic Characteristics

There have been manifold standards of effective pedagogy, including jointing productive activities, language development, contextualization, challenging

activities

1.1 Joint Productive Activities

Learning occurs most effectively when teachers and students work together for a common product or goal, and are therefore motivated to assist one another Some tasks are done by asking students to communicate together and work jointly Regularly, students are eager to participate in answering Quiz in Quizizz online platform Especially, there is scoring and ranking board which are continuously

updated This encourages students to participate enthusiastically in as well as desires

to get the first rank

1.2 Language Development

The students’ language development will be boosted while they are working in groups Firstly, students observe the questions, particularly challenging questions, they have to discuss together and choose the correct answers When they are discussing, they activate and remember prior knowledge and vocabulary as well as the grammar structure subconsciously or even they could learn new knowledge from these questions during doing quizzes

1.3 Challenging Activities

Challenging activities are tremendous opportunities for learners to improve their skills as well as English proficiency Exercises, asks and questions should be a little bit more demanding than their standard, which boosts students to make attempt to achieve the goals Teachers could assist students to accomplish more complex understanding by building from their previous success

Students are asked guess the meaning or choose the synonyms of the difficult and weird words which students have never seen before It is these difficult questions that make students more attentive and motivated

2 Scientific Characteristics

2.1 Empirical Observation

This experience relies on the direct observation of the treatment group Personal perspectives, feelings, thoughts, emotional opinions and subjective factors are not used in this paper The careful observation has been made through taking

photographs and recording the videos (See images of students’ performance from

page 47 to 51 and link video sources from page 37 to 47)

motivation

2.4 Systematic Observation

This paper relies on carefully planned studies rather than on random or haphazard observation The author has made the sharp outline about procedure for particular time for example, in the first week students are asked to do the pre-questionnaire and the pre-treatment test to investigate the starting point of the students Moreover the survey questionnaire for English teachers was completed in this week in order

to examine the fact of school teachers before the treatment During the period of writing this experience Quizzes in Quizizz platform which were used to teach in experimental lessons were designed and made by the author’s paper The last step

is that learners are demanded to finish the post-questionnaire and the post-treatment test Obviously, procedure of the experience and observation are planned

attentively

3 Novelty

3.1 Active Involvement Increase

Until to present, at numerous conventional schools, particularly in rural areas and mountainous areas, there have been myriad classes which focus on centered-teacher activities In these periods, students are passive listeners who seem to ignore the learning process or they are forced to listen Actually, the proportion of students attends the classes actively and are eager to learn is extremely low This unpleasant fact has existed for a long time at plentiful schools, colleges and universities since not only teachers but also learners hesitate changing or updating the innovative teaching and learning methods

It is the use of Quizizz that makes a minor contribution to solve the above challenges Using lessons and questions designed in Quizizz online platform helps learners to

be more motivated, more comfortable in the classroom and readier to review prior knowledge than traditional-based lessons As a result, learners will participate in the lessons more actively and enthusiastically These questions in Quizizz provide information in a short time, this forces students to pay much attention to answer questions quickly This makes all of the students in class have to participate attentively and promotes the ratio of the students’ participation Particularly, the ranking and scoring board not only marks the correct answers, but also the speed of answers It means the faster students answers the questions, the higher scores they get This is one of factors which encourages students to participate attentively in order to answer the most quickly and to get the highest scores

3.2 Motivation Increase

Students would like to get higher scores during the quizzes To make it happen, the students will pay attention to the teachers' explanation and may even review before the quizzes While participants are playing games, scores and rank are shown on the scoreboard and they change continuously It is understandable that every player want

to have the highest scores and rank first, which encourages students try to answer the most quickly to get the highest marks All students are competition in winning the games in other words, every participant tries his best to win the game, this encourage students’ motivation to attend and win

3.3 Stress Reduction for Students

Quizizz has a live dashboard with music background which seems to be a relaxing game for players On this online platform, students are able to see their own and others’ rank They can compete with other students to get higher scores Power-ups feature in Quizizz helps students to get double points or they may also decide to erase this option This feature makes students excited to get more power and use it Sometimes, after they answer the questions, a meme will appear These features make students forget that they are doing a quiz and they think that they are playing

a real game Therefore, students are extremely comfortable and fun when play Quiz

in this web-based learning called Quizizz Students both enjoy their relaxation and

learn new knowledge as well as review their prior knowledge

3.4 Game-Based Learning

Game-based learning was found to be effective to help improve learners’ learning processes and comprehension of various curricular concepts In the field of education, specifically the teaching and learning of the English language, game-based learning has been the center of attention because people are now seeing the considerable potential of games in improving learners’ performance in their education When games are used in the classroom, learners can participate more actively It was also discovered that while playing games, the students would enjoy the opportunity to learn effectively and in a happy and comfortable attitude Therefore, teachers are now moving towards a new era where teaching and learning

are preferably done with the implementation of e-learning platforms

One of games which game-based learning is commonly used these days is Quizizz

It is a famous e-learning platform that offers countless quizzes that teachers and learners can use in their daily lessons The quizzes available on the website can be copied and shared anytime and anywhere, as long as there is an internet connection Being a free platform, Quizizz is easily accessible due to its user-friendly interface Teachers are also able to create their own quizzes based on their own preferences and learners’ needs

3.5 Home-Based Learning

During the recent home-based-learning (HBL) period owing to the exploration of the COVID-19 pandemic, teachers make use of online platforms to provide more interesting lessons for their learners rather than just giving them paper-based exercises One of the most useful platforms used during the HBL period was Quizizz Thanks to Quizizz’s ease of use, teachers only send links of quizzes on the platform to their students With Wi-Fi connection, the only thing which students have to do is clicking the links and practice the questions or lessons regardless of the geography and time Therefore, students can play the quiz when they are at home or anywhere This is really convenient for learners especially during the explosion of COVID 19 pandemic

4 Practical Characteristics

The experience directed toward problem of students’ active involvement and motivation which have occurred frequently in every school In this experience, designing these questions in online platform- Quizizz are effectively utilized to encourage each students’ participation and motivation

The quizzes designed with a wide range of colourful pictures and music which attracts students’ involvement and motivation effectively Many kinds of questions such as multiple choices, short answer, synonym and antonym These questions which have already been learned are designed with questions on Quizizz will help students to activate their prior knowledge as well as their participation and motivation

Particularly, in this online platform, there are several choices including Starting a Live Quiz, Assigning Homework and Previewing Starting a Live Quiz means that students can compete live with other students from every corner of the world who have code of the quiz And Assigning Homework is the choice to help teachers to provide homework for their students The last choice is Previewing which enables students to practice herself/ himself When students attends the games, Quiz has some utilities such as music, double your points, 50/50 options, Reattempt for students to choose to get the highest points

Quiz-based lessons could be applied in a wide range of school levels from primary education to university level and seem to be appropriate for every learner Particularly, the lessons using Quiz-based lessons are extremely suitable for primary learners Students are definitely eager to learn and participate more actively

VI RESULTS

This section presents and discusses all results from the pre-questionnaire for students and the post-questionnaire for students as well as the pre-treatment and the post-

treatment in the experimental process of two classes There are some comparisons

of pre and post-questionnaire for students as well as the the treatment test for students before and after the experiment

It begins with the rationale of the post-treatment test in the treatment process then processes with the results of the pre-questionnaire and their results

1 The Pre-treatment and Post-treatment test

Chart 4.1 The score distribution before and after application

The graph presents the scores of participants before and after the experiment There were dramatic changes about the number of participants getting highest score group and smallest score group

As can be seen from the chart 4.1, there were significant differences in two levels of scores from 25 to 35 and from 51 to 65 There were a considerable decrease at the 25-35 score group, 22 students getting these scores when taking traditional classes, compared with 5 students taking Quiz-based lessons The number of students who got the highest level of score increased tremendously from 2 student to 15 ones In contrary, two higher level of scores, there was both the modest growth and dramatic growth With group of from 36 to 50 score, there was a minor increase from 20 to

24 nevertheless, in the smallest score group, the enormous decline was recorded between before and after with 22 and 5, respectively, the dramatic growth was recorded before and after with 2 and 15 respectively The data shows that the application Quizizz in lessons have positive effects on students’ motivation and active participation

2 The Pre- Questionnaire and the Post- Questionnaire for Students

2.1 The Pre- questionnaire and Post-questionnaire for students’ motivation

a) Students’ interest towards Quiz-based lesson before and after the application

The table presents the proportion of students’ interest towards learning English before and after application There are a dramatic change about groups of students

choosing “strongly agree” and “disagree”

It can be seen from chart 4.2, the most substantial difference belonged to participants who chose “strongly agree” with 52.27% 30 out of 44 students accounting for 68.18% enjoyed learning English, compared with 15.91% However, the number of students who selected “Disagree” option decline considerably from 16 to 0 accounting for 36.36% Moreover, there was the modest decrease in the ratio of people choosing “strongly disagree” with 15.91% The proportion of students selecting “agree” before and after application was the same with 31.82%

From the data presented by the graph, it is clear that there are the considerable benefits of Quiz-based lessons in teaching and learning English

Chart 4.2 Students’ interest towards Quiz-based lesson before and after the application

b) Students’ preference in English classes before and after the application

The graph shows the students’ preference toward Quiz-based lessons before and after the experiment There is a enormous change about students’ preference of attending English classes than other classes

As can be seen from the table, the number of students who prefer to spend more time

in English class than other classes before and after experiment has the dramatic change The percentage of those who strongly disagree with this statement decreased

dramatically from 27.27% to 0%, the biggest difference between before and after Meanwhile, the proportion of learners chose “strongly agree” option increased markedly from 13.64% to 40.91% There was a great decline about the proportion

of opponents before and after the application with 36.36% and 13.64% respectively

In contrary, the ratio of supporters who chose “agree” option rose markedly from 22.73% to 45.45%

The data shown in the chart proves that using Quiz-based lessons in English classes has positive influences on motivation and active participation

Chart 4.3 Students’ preference towards Quiz-based lesson before and after the application

c) Students’ opinion about English classes before and after the application

The graph shows the students’ attitude toward Quiz-based lessons before and after the experiment There is an enormous change in students’ opinion about English classes being interesting

We can see from the table, the number of students who chose the option of “strongly disagree” and “disagreed” with the statement “English classes are interesting” before and after the experiment has dramatically changed The percentage of those who strongly disagreed and disagreed with this statement decreased considerably from 18.18% to 0% and 22.73% to 0% respectively The biggest difference between before and after application belonged to options of “disagree” and “agree” with 22.73% Meanwhile, the proportion of students who selected the “strongly agree” option increased markedly from 29.545% (nearly 29.55%) to 47.73% The number

of students who strongly disagreed and disagreed after applying Quiz-based lessons both was none

The data shown in the chart proves that using Quiz-based lessons in English classes has positive influences on motivation, all students agree that Quiz-based lessons are interesting and very interesting

Chart 4.4 Students’ opinion towards Quiz-based lesson before and after the application

2.2 The Pre- questionnaire and Post-questionnaire for students’ participation

a) Students ‘enjoyment in English lessons before and after application

The below graph depicts the students’ enjoyment toward Quiz-based lessons before and after the experiment The proportion of students who enjoys learning English class before and after application changes remarkably

We can see from the Chart 4.5, the number of students who chose the option of

“strongly agree” and “disagree” with the statement “I enjoy learning English” before and after the experiment has dramatically changed The percentage of those who disagreed with this statement decreased with the highest percent from 15.91% to 2.27% The number of people who strongly disagreed with the statement reduces slightly from 9.09% to 0% The smallest decrease belonged to the people who chose the option of “agree” with 2.27% (from 52.27% to 50%) Meanwhile, the proportion

of students who selected the “strongly agree” option increased markedly from 22.73% to 47.73% This was the largest different proportion of students chose the option before and after the experiment with 27%

The data shown in the chart comfirms that using Quiz-based lessons in English classes has positive influences on motivation, nearly all students enjoy learning English and enjoy very much

Chart 4.5 Students’ opinion towards Quiz-based lesson before and after the application

b) Students ‘active participation in English lessons before and after application

Chart 4.6 Students’ active participation towards Quiz-based lesson before and after the application

The above chart describes the students’ active participation toward Quiz-based lessons before and after the experiment The proportion of students who participate

in learning English class actively before and after application changes dramatically

We can see from the Chart 4.6, the number of students who chose the option of

“strongly agree” and “disagree” with the statement “I always attend English classes actively” before and after the experiment has a noticeable change The percentage

of those who disagreed with this statement decreased with the highest percent from 27.27% to 0% The chart witnessed the substantial decline of the ratio of people who selected “strongly disagree” with 23.73% In contrast, the proportion of students who selected the “strongly agree” option and “agree” increased markedly from 22.73%

to 50% and 27.27% to 50% respectively After the application, the number of students who chose “strong agree” and “agree” option made account 50% per choice The data shown in the chart presents that using Quiz-based lessons in English classes has positive influences on participation, all of the students in class attend English lessons actively

PART 3 CONCLUSIONS AND RECOMMENDATIONS

I PROCEDURE

Firstly, forty-four participants had to do the pre-treatment test The test, including

13 questions of involvement and motivation The researchers requested the participants to fulfill all these questions in 8 minutes and it was obligatory for students to answer the questions was the same to their situation The teacher was collecting their readers’ sheet The fundamental purpose of this test is to measure the learners’ understanding about involvement and motivation Moreover, this test was in favor of measuring the students’ active participation level and motivation

Secondly, students of this group were asked to complete the pre-questionnaires There were 7 questions to examine level of students’ motivation and 5 questions

to examine level of leaners’ active participation Students had 7 minutes to complete these questions The teacher was collecting their readers’ sheet The main purpose of this survey is to measure the learners’ active involvement and motivation level before using Quiz-based lessons

Next, this group followed the English program at school This project was conducted for 11 quizzes with this treatment group sometime from 2nd, November 2021 to 18th April 2022 During the treatment, the Quiz-based lessons were applied in revision