Aims of the study
This study aims to assess the effects of using Quizalize to give corrective feedback, especially in teaching grammar, to EFL learners by:
determining how using Quizalize to give corrective feedback can enhance learners’ grammatical competence; and
investigating learners’ attitudes towards receiving corrective feedback through Quizalize
In order to achieve the research aims, this study is guided by two research questions:
1 How does using Quizalize to give corrective feedback improve EFL learners’ grammatical competence?
2 What are learners’ attitudes towards receiving feedback through Quizalize?
Scope and limitation of the study
This study involved 37 EFL (English as a Foreign Language) learners across two classes, so the findings are not generalizable to a larger population Nonetheless, the results offer valuable insights into the application of technology in teaching grammar These findings can serve as a reference for future research and academic practices in technology-enhanced language education.
The researcher recognizes that pre-test and post-test results can be influenced by various extraneous factors, including students’ prior knowledge, their effort during the research period, and even luck, all of which can impact the validity of the study These uncontrollable elements are acknowledged as limitations that must be accepted as they are.
Significance of the study
This study explores the impact of technological applications on learner performance and the overall learning experience It highlights how innovative feedback methods can enhance student engagement and understanding Additionally, educators can utilize the findings as a valuable reference to improve future classroom practices, fostering more effective and technology-integrated teaching strategies.
LITERATURE REVIEW
Using corrective feedback in teaching grammar
Grammar is a fundamental concept in English teaching and learning, vital for effective communication According to Canale and Swain (1980), grammar comprises a set of rules that govern a language’s structure and the way words and phrases are combined to form correct sentences Enhancing grammatical competence is essential for communicating effectively, and learners often require external input to achieve this Explicit teaching of grammatical rules plays a significant role in helping students improve their understanding and usage of grammar in English.
Learning through input alone can be challenging for rare or difficult-to-notice language forms (Suaro, 2009) In these situations, corrective feedback plays a crucial role in helping learners identify the differences between their own language output and the target language, thereby enhancing their learning process.
Corrective feedback, also known as error correction or negative evidence, plays a vital role in second language acquisition (SLA) by providing learners with verbal or nonverbal reactions to their mistakes, either explicit or implicit Research by Karim & Nassaji (2013) highlights its significance in language learning, while Al-Hattami (2019) emphasizes that constructive feedback is a crucial tool for effective teaching and learning Frequent practice combined with timely and quality feedback can boost learners' motivation and engagement, as spending more time on a subject increases their investment (Marriott, 2009) A study by Russell and Spada (2006) demonstrates that corrective feedback has a substantial and durable positive effect on language development, enabling learners to better assess their progress and improve their skills.
5 performance and realize the gaps, thus encouraging development (Ibabe & Jauregizar, 2010)
Feedback is a crucial component in second language acquisition, playing a significant role across various learning theories According to Ellis (2009), it enhances language learning in behaviorist and cognitive frameworks, while in structural and communicative approaches, feedback guides learners toward linguistic accuracy and sustains motivation Different language educators view corrective feedback in diverse ways; Norris and Ortega (2000) see it as a form of L2 instruction, whereas Mackey and Goo (2007) regard it as a vital variable that improves interaction effectiveness Regardless of perspective, the undeniable effectiveness of corrective feedback highlights its importance in successful language learning.
Corrective feedback is crucial in language learning as it prompts learners to notice that something is not right, marking the first step in language acquisition (Schmidt, 2001) When teachers use methods like recasts—restating students’ utterances with corrections and emphasizing changes through intonation or stress—learners are encouraged to compare their original speech with the corrected version This comparison helps learners recognize their mistakes, fostering critical self-assessment and improving their language skills.
Certain types of corrective feedback, such as implicit feedback that does not directly provide the correct form, play a crucial role in stimulating L2 processing by encouraging learners to actively analyze and evaluate their language use (Sauro, 2009) This process requires learners to review their knowledge, identify areas of uncertainty, and make their own judgments about what is correct After receiving confirmation from the teacher, learners may either consolidate their understanding or dismiss previous beliefs, which enhances their learning process (Chaudron, 1988) Implementing implicit feedback techniques promotes deeper cognitive engagement and facilitates more effective language acquisition.
6 simply noticing and remembering, thus paving way for deeper and more enduring understanding of language
Corrective feedback methods vary, including explicit error correction, metalinguistic feedback, elicitations, repetitions, recasts, translations, and clarification requests, as outlined by Lyster and Ranta (1997) These techniques differ in the amount of information provided to learners, influencing how learners process and correct their errors According to Panova and Lyster (2002), these differences in feedback types lead to varying levels of cognitive engagement and learning effectiveness.
Table 1.1 Types of corrective feedback and their characteristics (adapted from
Lyster & Ranta, as cited in Sauro, 2009)
Corrective feedback type Definition Example Elicited output
Level of processing Explicit error correction
Directly show learners the mistake
Recast Give learners the correct reformulation of the utterance
Repetitions Repeat the whole utterance or just the mistake, often with a stress
Translations Translate the targeted utterance to L1
Tôi đã ăn mì vào hôm qua
Give a hint that there was a mistake in the utterance, may or may not indicate the type of error
There’s a mistake / You should use past tense
Elicitations Ask learners to reformulate, may give more information if needed
Can you try again? / How can you say that in past tense?
Feedback types such as explicit error correction or recast do not require much processing from learners, as they only need to repeat the correct reformulation since the instructor already identifies the mistake Repetitions or translations often emphasize the mistake, allowing learners to focus solely on reformulating the problematic part In contrast, metalinguistic feedback and elicitations demand higher cognitive effort, as learners must independently identify what is wrong and determine the correct change Clarification requests are the most challenging, requiring learners to rely on their communicative competence to interpret the instructor's implication and analyze the utterance to identify and correct errors While higher-level feedback methods may seem more beneficial, they generally involve more complex cognitive processing for learners.
No single method is universally effective for all learners; each has unique advantages suited to specific learning styles and situations It is the responsibility of educators to select the most appropriate method, ensuring an effective and tailored teaching approach.
Using Quizalize in language teaching
2.2.1 Using technology in language teaching
Over the years, technological advancements have transformed all aspects of daily life, including language teaching and learning Digital devices such as computers, smartphones, tablets, and smart boards are now essential tools in classrooms, enhancing students' educational experiences Unlike in the past, when integrating technology into education was a novel concept, today it is commonplace for students to expect these tools to support their learning processes The widespread use of digital devices has made language education more interactive, engaging, and effective, reflecting the significant benefits brought by technological integration in education.
The rapid development of online learning has significantly promoted the integration of technology in language teaching and learning While online education and assessment have been successful in developed countries for many years, Vietnam and other developing nations are still in the early stages of adopting online education However, the Covid-19 pandemic in 2020 accelerated this shift, with social distancing regulations prompting a nationwide move from offline to online education This transition created greater opportunities for technology to play a vital role in language learning across Vietnam, marking a pivotal moment in the country's digital education landscape.
Technology offers significant advantages in education by creating a more engaging learning environment through various visual aids, compared to traditional classrooms with whiteboards and chalks It also saves time and reduces teachers’ workload substantially Additionally, research indicates that integrating technology into education enhances student engagement and learning outcomes.
An EFL classroom can significantly enhance students’ language acquisition, motivating them to pursue further learning (Azmi, 2017) Research by Passey et al (2003) confirms that technology positively influences pupils’ attitudes, engagement, and behavior in the classroom Azmi (2017) emphasizes that, when used correctly, technology offers various benefits such as increased learning motivation, improved interaction, greater learner autonomy, and better learning outcomes.
Integrating technology into teaching enhances learner autonomy by enabling self-assessment through online tools that provide instant feedback (Dror, 2008; Louis, 2006) These tools allow students to practice anytime, monitor their performance immediately, and improve self-awareness, fostering a more independent learning process Additionally, self-assessment enables learners to identify their strengths and weaknesses, leading to targeted self-improvement Educators can also use self-assessment data before introducing new content to gauge learners’ prior knowledge, resulting in more personalized and effective instruction (Challis, 2005).
Online learning platforms with automated feedback functionalities can significantly reduce teachers' workload by providing learners with instant suggestions and hints without waiting for instructor input While some argue that a certain level of language proficiency is necessary for learners to fully benefit from automated feedback (Dikli, 2010; Cavaleri & Dianati, 2016), most students view these tools positively as supportive learning aids According to O’Neill and Russell (2019), learner satisfaction with automated feedback is influenced by teachers' attitudes during the feedback process, indicating that these tools are most effective when complemented by teacher guidance Therefore, integrating automated feedback with teacher support optimizes learning outcomes and efficiency.
Providing individualized feedback is essential for supporting learners and addressing their specific needs, which enhances their overall learning experience Direct interaction with teachers helps alleviate the sense of isolation often felt in online learning environments, fostering a sense of connection and engagement (Hoang & Kunnan, 2016) Tailoring feedback and offering targeted support can significantly improve learner motivation and success in digital education.
2.2.2 Using Quizalize in language teaching 2.2.2.1 What is Quizalize?
This study evaluates the effectiveness of Quizalize's feedback features as a free online educational platform Quizalize allows students to access and answer questions interactively, enhancing engagement in learning Teachers can easily find or create customized question sets from a comprehensive, crowd-sourced database, supporting diverse instructional needs As a collaborative educational tool, Quizalize promotes sharing resources among educators and encourages active student participation Its user-friendly interface and flexible content options make it an ideal platform for enhancing formative assessment and personalized learning strategies.
Quizalize is an online Student Response System (SRS) platform that provides teachers with instant results on student answers, enabling effective assessment of comprehension and classroom practice It offers a variety of question types, such as multiple-choice, matching, categorizing, and open-ended questions, to facilitate comprehensive evaluation Additionally, teachers can enhance questions with audio, images, and videos to improve visualization and student engagement.
Using Quizalize requires no registration; students simply enter the class code on the website to access quizzes, with all answers automatically recorded and analyzed to help teachers monitor progress For subsequent use, learners can select their names from a list to ensure their data is accurately tracked.
Quizalize's standout feature is its comprehensive data analysis capabilities, enabling teachers to gain in-depth insights into student performance The main result analysis, as shown in Figure 1, allows educators to navigate among various data types, facilitating more targeted and effective feedback to enhance student learning outcomes.
Figure 1.1 Quizalize’s main result analysis Who needs help
Quizalize enhances the assessment of learners’ performance by providing more than just a list of correct and incorrect answers; it categorizes student mastery levels based on the percentage of correct responses This platform sorts students into distinct mastery groups—such as "Strong," "Nearly there," and others—facilitating targeted teaching strategies By leveraging these detailed insights, teachers can tailor their instruction to address individual student needs and improve overall learning outcomes.
Quizalize provides detailed insights such as "Need Help" indicators, answer speed, number of attempts, and progress after multiple tries, enabling teachers to identify and prioritize support for weaker students The platform also features a comprehensive Results Table that displays all student answers across the entire quiz, with customizable viewing modes like alphabetical order, or by lowest or highest scores This function offers a clear overview of class performance and highlights individual answer patterns, helping teachers tailor their instruction effectively.
What they need help with
This section ranks quiz questions from hardest to easiest based on the number of incorrect answers, providing valuable insights into learner understanding It displays the total number of students who answered each question correctly or incorrectly, helping educators identify areas that need reinforcement Unlike the previous section, this interface is anonymous, ensuring student privacy by not displaying names, making it ideal for providing whole-class feedback Additionally, teachers can effortlessly toggle between anonymous and identified modes with just one click, offering flexible assessment options to suit different teaching needs.
This feature primarily allows teachers to review all questions and answers, emphasizing key points as needed to enhance understanding It serves as a helpful display tool for reiterating important information, while individual feedback has already been provided to learners after each question to support personalized learning.
Role of the study
Technology integration in modern classrooms is increasingly common, with many course materials now featuring iTools and digital resources to enhance in-class activities Educators are leveraging a variety of online tools to monitor student progress effectively (Tookoian, 2017) While popular platforms such as Kahoot and Quizlet dominate the scene, lesser-known apps like Quizalize also hold significant potential for engaging students and supporting personalized learning.
The effectiveness of a learning tool depends not only on the tool itself and instructor feedback but also significantly on learners’ attitudes toward its use For feedback to be truly impactful, learners must be able to recognize and appreciate the value of the tool, which enhances their motivation and engagement in the learning process Adopting a positive attitude towards technological tools can lead to more meaningful learning experiences and better educational outcomes.
14 feedback, then judge and respond accordingly (Carless & Bound, 2018) In other words, learners’ opinions of Quizalize can affect their experience with the tool, hence affect their study
With all that in mind, this research sets out to examine Quizalize’s effects on learners, aiming to find out whether it has a positive effect on learner competence
METHODOLOGY
Research design
This study employs a quasi-experimental research design to investigate the causal relationship between receiving corrective feedback through Quizalize, a technological application, and learners' grammatical competence The research utilizes pre-tests and post-tests to measure learning outcomes, with data analyzed via an Independent Samples t-Test using SPSS Statistics 26 The findings aim to determine whether there is a statistically significant difference in mean scores between the experimental and control groups, highlighting the effectiveness of technological feedback in improving grammar skills.
The study gathered data on learners’ attitudes toward Quizalize using a questionnaire, providing an easy and efficient way for participants to express their preferences and for researchers to understand overall opinions Additionally, a group interview session was conducted to facilitate in-depth discussions, allowing the researcher to clarify questionnaire responses and encourage learners to elaborate on their choices This mixed-method approach enriched the data collection process and offered comprehensive insights into learners’ perceptions of Quizalize.
The control group participated in identical pre-tests and post-tests as the experimental group to enable accurate data comparison However, since they did not engage with Quizalize during their learning process, no questionnaire or interview sessions were conducted with them The research procedures for both groups are detailed in Table 3.1, highlighting the methodological differences in the study.
Table 3.1 Research Process for Experimental group and Control group
Group Pre-test Teaching process Post-test Questionnaire and group interview Experimental group
Learners do exercises and receive feedback through Quizalize
Learners do exercises on their books and receive feedback normally, without the help of technology
Research site and participants
This study was conducted at a language center in Ho Chi Minh City where the researcher is currently employed, focusing on teenagers aged 12-16 as participants Choosing teenagers as research participants offers several advantages: they adapt quickly to new technologies due to their familiarity with digital devices, allowing the researcher to allocate more time to refining teaching techniques and providing effective feedback Additionally, teenagers are expressive and willing to share their opinions, offering valuable insights and suggestions during the research process The study involved 37 participants from two English classes of the same level, both of which the researcher supervises.
This study highlights the importance of understanding learners' preferences to enhance the research process, benefiting both data collection and analysis As a teacher-researcher, the researcher played a dual role, which provided valuable insights into student perspectives However, this dual role may also introduce potential biases due to personal relationships with participants, which could affect the objectivity of the research Recognizing these advantages and challenges is essential for conducting credible and effective educational research.
This study employed a quasi-experimental design with convenience sampling, although students were randomly assigned to two classes by the institution The institution's policies ensure that students progressing to higher levels have achieved a qualifying score in previous courses, and new students undergo an assessment test to evaluate their language proficiency These measures help create relatively homogeneous class groups, with the current participants specifically belonging to level B1, the intermediate level in the Common European Framework of Reference (CEFR).
Before commencing the research, all participants from both groups were requested to provide personal information to help the researcher understand their characteristics, with the details summarized in Table 3.2.
Groups Experimental group Control group n % n %
According to Table 3.2, the participant characteristics between the two groups are comparable, with minimal differences Both groups have a balanced gender ratio, with the Experimental group consisting of 10 males and 10 females (ratio of 1:1), while the control group includes 10 males and 7 females, indicating similar demographic profiles.
The study involved participants with an average age of approximately 13.6 years in the Experimental group and 13.9 years in the Control group Most learners began learning English at a young age, around 4 to 5 years old, accumulating 6 to 10 years of language experience This extensive background exposed students to various teaching styles and methods, enabling them to develop personal preferences and provide constructive feedback during lessons Such prior experience helped students effectively engage with new teaching tools and participate actively in the learning process.
Beside participants’ characteristics, because this study concerns the application of an Internet tool, learners’ technological experience was also taken
19 into consideration Table 3.3 demonstrates their past experience with computers and habits of using the Internet
Table 3.3 Participants' technological experience and habits
1 Do you have your own electronic device to access online materials (e.g computer, smart phone)
2 Is the Internet connection stable at your home?
3 How much time do you spend online every day?
4 Have you used any website or application to learn English in class?
5 Do you often use any website or application to learn English at home?
Most learners have their own electronic device at home, with 70% in the experimental group and 59% in the control group Although some students share devices with family members, all participants reported that they are able to access their devices when needed.
Effective access to electronic devices is essential for online learning, with learners needing reliable Internet connectivity While students with Wi-Fi connections often experience seamless online learning experiences, those relying on mobile data such as 3G or 4G may encounter slow or interrupted Internet connections, affecting their learning process Despite these differences, students in both experimental and control groups commonly use the Internet daily, typically spending 1 to 3 hours online, highlighting the importance of consistent Internet access for effective digital learning.
Many young learners have extensive experience with various teaching methods and digital tools All students reported using English learning websites in class, primarily due to the online learning shift caused by the COVID-19 pandemic, which made platforms like Zoom, Kahoot, Quizziz, and Blooket essential for remote education The language center also assigned online practice as homework, increasing Internet use for language learning among some students, although others admitted to rarely engaging in additional online practice outside of school Overall, most learners emphasized that their online activity is mainly for entertainment rather than further language development, highlighting a preference for leisure over academic online engagement.
Research instruments
This study utilized multiple data collection methods, including pre-tests and post-tests, to effectively address the first research question Additionally, a combination of questionnaires and group interviews was employed to explore the second research question These comprehensive approaches ensured robust and reliable findings.
3.3.1 Pre-tests and post-tests
Pre-test and post-test assessments were conducted to gather quantitative data to address the first research question The study aimed to determine the impact of corrective feedback via Quizalize on EFL learners’ grammatical competence Learners’ grammar test scores were collected before and after the intervention, allowing for a clear comparison of improvements in their grammatical skills resulting from the feedback strategy.
The experiment lasted for 21 days, involving both experimental and control groups to ensure unbiased results Prior to the study, tests were carefully designed to be of equal difficulty, preventing any researcher bias While the researcher could highlight key grammatical points during the experiment to support participant learning, she was not permitted to modify the post-test content to favor any group As a result, participants' test scores served as reliable data for analysis.
The pre-test and post-test each contained an equal number of questions covering various grammar points, including tenses, articles, modal verbs, and comparisons, which were previously taught in earlier courses This course primarily focused on reviewing and deepening understanding of these topics The tests served as supplementary practice materials aligned with the course book, with their specific proportions detailed in Table 3.4 and the actual tests available in Appendix A.
Table 3.4 Format of the pre-test and post-test
Test requirement Grammar area Number of questions
1 Complete the sentences with the correct forms of the verb
At the end of the experiment, participants in the experimental group completed a questionnaire to express their attitudes towards receiving feedback through Quizalize in grammar lessons Using a questionnaire was practical because it is familiar to most people and takes less time compared to methods like interviews or focus groups, reducing participant discomfort Additionally, a well-designed questionnaire helps overcome challenges related to teenagers' limited verbal expressiveness, enabling them to accurately convey their attitudes To gather qualitative data, participants rated their agreement with various statements on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
After completing the questionnaire, the researcher conducted a group interview to gather additional insights from participants, choosing this format over individual interviews due to time constraints and the characteristics of young learners Conducted within learning hours to avoid disrupting their schedules, the group interview ensured that the researcher could obtain input from multiple participants efficiently It was held on the last day of the course, after the post-test and final exam, to prevent interference with learning progress The group setting also accommodated teenagers who may feel less comfortable or articulate when expressing their opinions individually Prior to the interview, the teacher reviewed the questionnaire results to identify key issues, enabling a focused and effective discussion during the group interview session.
On the last day of the course, after learners completed their final assessments, the teacher used questionnaire results to encourage participants to elaborate on their choices Shy students, who typically hesitated to share opinions, were prompted to express agreement with peers’ points or teachers’ suggestions, fostering a more open discussion Hearing peers speak openly inspired others to share more and clarify their questionnaire responses Overall, a positive classroom environment where everyone felt comfortable contributed to a successful and engaging sharing session.
To ensure clarity and facilitate self-expression among learners, the entire questionnaire and group interviews were conducted in Vietnamese This approach minimized misunderstandings and promoted effective communication After collecting comprehensive and satisfactory data, the researcher was able to draw conclusions regarding the second research question.
Data collecting procedure
The 12-week research period coincided with the duration of the English course attended by both groups, with the experimental phase spanning from week 2 to week 10 The study began with a preparation stage focused on collecting necessary information, including pre-test data Following the experimental phase, participants completed a post-test, questionnaires, and group interviews to gather comprehensive data The detailed research procedure is illustrated in Figure 3.1.
During the first week, the researcher thoroughly explained the study's procedure and objectives to all participants in the experimental class, obtaining their informed consent to proceed The learners in the experimental group expressed unanimous approval and enthusiasm for trying out the new educational tool, demonstrating their willingness to support innovative teaching methods.
To gain a comprehensive understanding of the participants' characteristics, learners from both groups provided essential information about their personal backgrounds, English learning experiences, technological proficiency, and internet usage habits These details, which are discussed in detail in previous chapters, offer valuable insights into the demographic and technological profiles of the participants, informing the analysis of their learning behaviors and outcomes.
On this first week, all learners also completed a quick 15-minute grammar test
Using Quizalize to do exercises and give feedback
Using books to do exercises and give feedback traditionally
The initial assessment, which also served as a pre-test for the current study, comprised grammatical questions targeting the specific grammar points to be covered throughout the course The results revealed students' baseline grammatical competence and highlighted their starting proficiency levels with these language concepts.
From week 2 to week 10, control class learners completed grammar exercises independently in their textbooks and received teacher feedback without technological assistance In contrast, the experimental group used Quizalize, an online platform, to complete their workload, enabling the teacher to access real-time performance data and provide immediate corrective feedback using the platform's analytical tools This approach highlights the difference between traditional learning methods and technology-assisted instruction in grammar practice.
Week 11 of the course focuses on final review efforts, as there are no grammar lessons scheduled, preparing students for their final test in Week 12 Both control and experimental groups undergo this review, with participants completing a post-test of comparable difficulty to the pre-test to facilitate progress assessment While control group members conclude their participation after the post-test, experimental group participants also complete a questionnaire to share their experiences with the technological approach used in the course The questionnaire employs a Likert scale from 1 (Strongly Disagree) to 5 (Strongly Agree), ensuring quick and straightforward data collection, especially for learners less comfortable expressing opinions, and supporting efficient analysis.
The research period concluded last week, coinciding with the final tests for both groups Prior to the tests, the researcher analyzed questionnaire results to identify trends in learners' attitudes and address any concerns After the experimental group completed their 90-minute test, the researcher conducted a group interview using the questionnaire insights to guide questions Learners were encouraged to clarify their responses and share their likes and dislikes regarding the subject Although initially reserved, weaker learners became more open as they realized others shared similar opinions To foster a productive discussion, the researcher also introduced contrasting ideas to help students feel comfortable discussing the drawbacks of Quizalize, thereby promoting an honest and inclusive classroom dialogue.
Data analysis scheme
This research investigates the effectiveness of Quizalize in enhancing learners’ grammatical competence by analyzing pre-test and post-test data The results indicate whether using Quizalize significantly improves students’ language skills Additionally, the study explores learners’ attitudes towards using Quizalize by examining questionnaire responses and group interview findings Overall, the research provides comprehensive insights into both the educational impact and user perceptions of Quizalize as an innovative learning tool.
3.5.1 Analyzing pre-test and post-test data
Using the data from the tests, a total of 4 tests were conducted, all using SPSS Statistics 26, an analyzing program, to process and calculate the results
Test 1 Independent samples t-test to compare pre-test results between the two groups
In order to determine whether the experimental group and control group are similar enough to be used for comparison in this research, an independent samples
A total of 27 t-tests were conducted to compare the pre-test results of the two groups at the beginning of the study The analysis focused on the variable "Group" as the independent factor, categorized as either experimental or control, and "Pre-test score" as the dependent numeric variable If the t-test results indicate no significant difference in pre-test scores between the groups, it confirms that the groups are comparable and suitable for the research This validation ensures that the experimental procedure can proceed as planned, maintaining the integrity of the study.
Test 2&3 Paired samples t-tests to compare the post-test results to the pre- test results within each group
The post-test results were collected on week 11 of the research, enabling the researcher to assess whether learners’ academic abilities improved over the course A paired samples t-test was conducted to compare pre-test and post-test scores within each group, determining if there was a statistically significant difference If the analysis showed significant improvement in the post-test results, it indicated that the 9-week teaching and feedback process was effective in enhancing learners’ grammatical competence Conversely, if no significant difference was found, the course might be deemed unsuccessful, suggesting that the use of Quizalize had a negative impact on learners' progress.
Test 4 Independent samples t-test to compare post-test results between the two groups
A final test was conducted to determine if the experimental group's improvements were significantly different from those of the control group, as both groups showed progress in the post-test This assessment was essential to verify the effectiveness of the experimental intervention beyond initial improvements.
An independent samples t-test was conducted to determine whether using Quizalize to provide feedback significantly improved learners' performance compared to traditional methods The test compared post-test results between the experimental group, which received feedback via Quizalize, and the control group, which used conventional feedback methods If the results showed a significant difference, it would indicate that feedback through Quizalize effectively enhances grammatical competence more than traditional feedback without technology This analysis highlights the potential of technological tools like Quizalize to boost language learning outcomes.
3.5.2 Analyzing questionnaire and group interview data
Following Week 11, the researcher collected quantitative data through a questionnaire, assigning Likert scale values (Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, Strongly agree = 5) to calculate mean scores for each statement This enabled the researcher to assess the overall agreement levels among participants and identify emerging trends Additionally, the questionnaire results highlighted noteworthy insights and patterns worth further analysis.
During the group interview, all questionnaire statements were thoroughly discussed again, allowing for deeper insights Using the same set of statements was practical, as participants had already reflected on these issues when completing the questionnaire the previous week The researcher encouraged participants to explain their answers, share their feelings, and offer any concerns or suggestions Although initially reluctant, the group became more comfortable as the discussion progressed, creating a lighter atmosphere where everyone felt happy to share and contribute.
In this chapter, the collected data have been analyzed in relation to the research questions
4.1 Results related to learners’ change in grammatical competence after using Quizalize
This study employed pre-test and post-test assessments to investigate whether feedback via Quizalize improves learners’ grammatical competence more effectively than traditional paper-based feedback The research aims to determine if the digital platform’s interactive features can enhance language learning outcomes Results indicate that using Quizalize for feedback significantly increases learners’ grammatical accuracy compared to conventional methods, suggesting its potential as an effective tool for language instruction.
The test results of the two groups (experimental group and control group) are demonstrated in Table 4.1 The necessary calculations were all conducted using SPSS Statistics 26
Table 4.1 Pre-test and post-test scores of the two groups
Below are the results produced by SPSS Statistics 26 for the necessary tests:
Test 1 Independent samples t-test to compare pre-test results between the two groups
Table 4.2 Mean comparison between the pre-test results of the two groups
Pre-test N Mean SD t df p
Despite similar characteristics and backgrounds, the two groups’ grammatical performances were compared in a pre-test to ensure suitability for the study An independent samples t-test revealed no significant difference between the groups, with pre-test scores of 5.5±1.97 for the experimental group and 5.17±2.03 for the control group The t-value of 0.566 and p-value of 0.575 confirmed the null hypothesis, indicating that both groups had comparable initial skills and were appropriate for the experiment.
Test 2&3 Paired samples t-test to compare the post-test results to the pre- test results within each group
Table 4.3 Mean comparisons between the pre-test and post-test results within each groups
During the study, the experimental group utilized Quizalize to receive feedback, while the control group did not use any technology for feedback Post-test scores were compared to pre-test scores for both groups to assess overall improvement after completing the course This comparison helps determine the effectiveness of technology-assisted feedback in enhancing learning outcomes.
A paired samples t-test was conducted separately for the experimental and control groups to assess differences in outcomes In both tests, the null hypothesis posited that the population means were equal, indicating no significant difference or improvement in learner scores The analysis aimed to determine whether the intervention had a statistically significant effect on learner performance.
The paired samples t-test results, conducted using SPSS Statistics 26, indicate significant improvements in student scores from pre-test to post-test within both experimental and control groups The experimental group’s mean score increased from 5.55±1.97 to 7.73±1.48, while the control group’s scores rose from 5.18±2.03 to 6.56±1.81 Statistical analysis shows that the post-test scores were significantly higher than the pre-test scores in both groups, with p-values of 0.000 (< 0.05), leading to the rejection of the null hypothesis This demonstrates that both Quizalize and traditional teaching methods effectively enhanced students’ academic performance.
Test 4 Independent samples t-test to compare post-test results between the two groups
Table 4.4 Mean comparisons between the post-test results of the two groups
Post-test N Mean SD t df p
The study aimed to determine whether using Quizalize had a statistically significant impact on learners' grammar competence While both the experimental and control groups showed improvements, an independent samples t-test was conducted to compare their mean post-test scores The null hypothesis suggested there was no significant difference between the groups, highlighting the need for further analysis to confirm the effectiveness of Quizalize in enhancing grammar skills.
The initial pre-test scores of the two groups showed no significant difference, establishing a baseline for comparison If the null hypothesis is confirmed, it indicates that using Quizalize did not produce a substantial impact on student performance The 32-point difference between the two means suggests minimal or no meaningful improvement attributable to the intervention Therefore, the findings imply that Quizalize may not significantly influence learning outcomes in this context, highlighting the importance of evaluating educational tools' effectiveness.
Using SPSS Statistics 26, the experimental group’s post-test score was 7.7250 ± 1.48213, while the control group’s score was 6.5588 ± 1.81041 The analysis revealed a significant difference between the two groups, with t = 2.120 and p = 0.038 (p < 0.05), indicating that the null hypothesis was rejected These results demonstrate that the experimental group achieved higher post-test scores, reflecting greater success compared to the control group.
4.2 Findings related to learners’ attitudes towards receiving feedback through Quizalize
DISCUSSION AND CONCLUSION
Discussion
This study was carried out to examine the effects of using Quizalize to provide feedback to learners in grammar lessons by answering two questions:
1 How does using Quizalize to give corrective feedback improve EFL learners’ grammatical competence?
2 What are learners’ attitudes towards receiving feedback through Quizalize?
Based on the findings, Quizalize, an online learning platform, positively impacts learners’ grammatical competence when integrated into the feedback stage of instruction The comparison of pre-test and post-test results shows that both groups improved, with post-test scores surpassing pre-test scores, indicating successful teaching and enhanced grammatical skills Statistical analysis using SPSS Statistics 26 confirmed that the experimental group’s mean score was significantly higher than the control group’s, demonstrating that incorporating Quizalize effectively boosts learners’ understanding and performance in grammar.
Our analysis reveals that weaker learners benefit the most from the course, showing significant improvement in their language skills Initially, high-competence learners scored near perfect on pre-tests, with only minor points separating them from perfect scores Consequently, their post-test scores showed only slight improvements of 0.5 to 1.5 points, highlighting the greater progress made by weaker learners compared to their higher-competence peers.
Weak learners with limited prior knowledge initially scored low on the pre-test, but some improved by 2-3 points in the post-test due to additional practice and support provided in the experimental group In contrast, the control group, which received traditional teaching methods without such targeted assistance, showed less notable progress, highlighting the effectiveness of enhanced practice and personalized help in improving learner outcomes.
In traditional classrooms, limited Teacher attention can leave weak learners hesitant to write answers promptly, fearing mistakes and potential embarrassment, which may result in unanswered questions or reliance on the teacher’s help Conversely, using Quizalize in the experimental class allowed students to practice grammar confidently through a trial-and-error approach, reducing fear of errors and encouraging independent learning This innovative method fosters a supportive environment that enhances learner engagement and confidence in mastering grammatical concepts.
Learners’ experiences with Quizalize were predominantly positive, especially among teenagers who found the shift from traditional to online practice and feedback methods more engaging The platform’s key advantage is its anonymity feature, allowing students to view results without revealing individual identities, which fosters a comfortable environment for honest participation Quizalize displays only the number of correct and incorrect answers per question, enabling teachers to identify and address areas where most students struggle while maintaining student privacy This combination of user-friendly feedback and privacy features enhances the overall learning experience and supports targeted instruction.
Recommendations
When using Quizalize, it’s essential for teachers to choose the most appropriate activity type and consider learners’ needs to maximize engagement and effectiveness The individual game mode is ideal for learners to gain extensive practice, allowing them to work at their own pace and repeatedly attempt difficult questions until mastery is achieved Notably, the final report does not display students’ names or scores, a deliberate design choice that encourages focus on learning rather than grades or class rankings, reducing potential distractions during self-assessment (Taras, 2003) This approach promotes a stress-free environment where learners can concentrate on improving their understanding without fear of judgment.
As the ―fear‖ factor is eliminated, learners will feel more at ease to explore and will
Encouraging students to embrace mistakes allows them to showcase their true abilities and provides opportunities for valuable feedback from teachers To foster a sense of healthy competition, team-based games are effective, especially when learners are divided into two teams with their names displayed on the screen to indicate their team affiliation Enhancing engagement, real-time progress tracking for each player adds excitement to the activity This game mode works best in classes with evenly matched skill levels, ensuring no participant is significantly left behind.
Quizalize is a user-friendly online learning platform specifically designed for practicing English with minimal distractions, featuring simple and straightforward exercise presentations that allow for instant feedback Its clean, distraction-free interface makes it an ideal tool for teachers seeking a focused environment for language practice, free from the overwhelming gaming elements that can detract from learning objectives However, while Quizalize's straightforward design benefits teachers, it may appear dull or unengaging to young learners who prefer more fun and interactive learning experiences Therefore, educators should carefully consider their students’ age and preferences when selecting educational tools to ensure effective engagement.
Limitations
This study demonstrated the successful use of Quizalize to provide corrective feedback; however, it faced limitations that need to be addressed The research was conducted in only two regular classes, resulting in a small sample size that limits the generalizability of the findings to a broader population Additionally, the lack of repeated experiments means the consistency of the effects across different groups remains unverified While the current participants shared similar personal characteristics and backgrounds, future studies should involve diverse groups to strengthen the validity of the results.
This study, conducted on a small scale with a limited participant group, highlights that ideal conditions are rare and results may vary with more diverse populations The research did not account for individual differences such as personal practice or situational factors, which could influence post-test outcomes While young learners generally found technological tools enjoyable and motivating, similar studies with older learners might not produce comparable positive results Overall, this experiment should be viewed as a preliminary reference, and any future application of these methods requires caution and appropriate adjustments.
Conclusion
This study concluded with positive answers for both research questions
Quizalize is an effective online learning tool that enhances learners’ grammatical competence, especially when integrated during the feedback stage Most learners recognize its benefits and express a desire to incorporate it into their future lessons, highlighting its potential for sustained use While users appreciate its advantages, there are still opportunities to improve its engagement features to make learning more interactive Although this study was conducted on a small scale and primarily for personal use, it serves as a valuable reference for researchers and educators seeking to understand learners’ preferences for online educational tools, aiding in the selection of appropriate digital resources for classroom implementation.
Those who are interested in Quizalize can also examine the website’s other functions or discover a way to incorporate it with other tools to make the most of it
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Research by Taras (2003) emphasizes the importance of feedback in student self-assessment, highlighting that timely and constructive feedback can significantly enhance students' learning outcomes Tookoian (2017) defines formative assessment as a process that provides ongoing feedback to students, enabling them to identify their strengths and areas for improvement throughout the learning journey Incorporating formative assessment strategies promotes active student engagement and supports personalized learning, ultimately leading to better academic performance Effective feedback in self-assessment fosters self-regulation and encourages students to take ownership of their educational progress Integrating formative assessment and feedback mechanisms into higher education is essential for creating dynamic and responsive learning environments.
A Complete the sentences and questions Use the correct form of the verbs in brackets
1 Sandy _ (play) basketball with her friends last Saturday
2 We _ (watch) a film on TV when we heard a noise
3 If Martin _ (not know) about the party, will you tell him about it?
4 Ruth _ (study) hard next weekend because she wants to do well in the exam
5 Your room is a mess, but we _ (help) you to tidy it
6 I _ (be) really anxious when I was waiting for my exam results
7 Davina and Harry (marry) at the end of this month – here’s the invitation
8 Mum made breakfast for everyone while we _ (sleep)
9 Kelly _ (not forget) your birthday − she always remembers things like that
10 You look really tired! I _ (carry) that bag for you
B Choose the correct answers to complete the dialogue
Sam I don’t think we (1) _ eat in this restaurant – it looks dirty!
John I agree, and there aren’t (2) _ people inside
Sam It isn’t (3) _ place in town, either
John No I think there are (4) _ restaurants than this near the river
Sam But that’s quite far away, and we haven’t got (5) _ time
John It’s OK Mum says we (6) _ be home early because it’s the weekend
Sam OK, but why don’t we walk (7) _ the city center first and see if there’s anywhere nice to eat there?
John Good idea! It’s not as (8) _ as the river
Sam Come on then! If we don’t hurry, (9) _ I’m starving!
John Me too − I’m (10) _ hungry to think!
3 A the cheap B the cheaper C the cheapest
A Complete the sentences and questions Use the correct form of the verbs in brackets
1 James _ (buy) a new CD last weekend
2 We _ (do) our homework when Dan arrived
3 Don’t run on that icy pavement – you _ (fall) and hurt yourself!
4 My sister _ (not see) the documentary on TV last night
5 I _ (give) you some money if you don’t have enough to pay for the tickets
6 My friends and I _ (meet) the teacher at 3 p.m to discuss our class project
7 You look tired – sit down and I _ (make) you a cup of tea
8 Grandad phoned while we _ (have) dinner
9 If we _ (not have) enough milk, will you get some later?
10 Dan wants to get a job in finance, so he _ (study) math when he goes to university
B Choose the correct answers to complete the dialogue
Jen (1) _ you like to come to my house and watch a film after school?
Bella OK, but I (2) _ be home late because it's a school day tomorrow Have you got a lot of DVDs, then?
Jen No, I haven’t got (3) _ DVDs Do you know Benny and June’s Holiday?
My sister bought it a few days ago
Bella That’s (4) _ film in the world − it isn't funny at all!
Jen Oh dear! Well, why don’t we go to a DVD shop and buy something (5)
Bella Good idea! There’s a DVD shop (6) _ the road from here
Jen I haven’t got much money though Have you got (7) _?
Bella No, but if I ask my brother (8) _ me some money
Jen Great But I think it’s (9) _ late to ask him right now − look at the time! Bella Yes The bell (10) _ in a minute See you after the next class
4 A the bad B the worse C the worst
8 A He gave B He gives C He’ll give
10 A rang B is going to ring C is ringing