Jul 2026· Indonesian Technology and Education Journal· pp. 107-119· 0 citations· 59 references
TL;DR
Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms and demonstrates an association rather than a causal effect between Quizizz use and vocabulary mastery.
Abstract
This study was conducted in response to the growing integration of information and communication technology in English language learning, which has created opportunities to enhance students’ vocabulary acquisition through more interactive and engaging instructional media. Vocabulary mastery is a fundamental component of English proficiency, yet many elementary school students continue to experience difficulties in learning new vocabulary through conventional teacher-centered approaches. Therefore, this study aimed to examine the relationship between the use of gamification-based Quizizz and English vocabulary mastery among sixth-grade students at MIN 1 Kota Palu. A quantitative correlational research design was employed, involving 30 students selected through purposive sampling from a population of 63 students. Data were collected using a 15-item Likert-scale questionnaire measuring students’ use of Quizizz and a 20-item multiple-choice vocabulary test. The data were analyzed using IBM SPSS Statistics version 30 through normality, linearity, and Pearson Product Moment correlation tests. The findings indicated that the data satisfied the assumptions of normality and linearity. Pearson correlation analysis revealed a very strong positive and statistically significant relationship between Quizizz use and students’ English vocabulary mastery (r = .892, p < .001), indicating that greater engagement with Quizizz was associated with higher vocabulary achievement. The study concludes that Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms. However, because the study employed a correlational design, the findings demonstrate an association rather than a causal effect between Quizizz use and vocabulary mastery.
The present study examined the effectiveness of web-based gamification on English language learning among high school students. A quasi-experimental pretest–posttest control group design was adopted. The study involved 60 grade XII students, selected purposively from a higher secondary school in Sivagangai District, Tamil Nadu. The participants were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received an eight-week web-based gamified instructional program using Kahoot!, Quizizz, Quizlet, Wordwall, and Booklet, while the control group received conventional English instruction. Data were collected using an English Language Achievement Test (Split-half reliability = .83) and a Student Motivation and Engagement Questionnaire (Cronbach’s α = .85). Data were analyzed using descriptive statistics, independent-samples t-tests, paired-samples t-tests, and Cohen’s d effect size. The findings revealed that the experimental group achieved significantly higher posttest English achievement scores than the control group (t = 8.89, p < .001, d = 2.31). Students’ motivation and engagement also improved significantly following the intervention (t = 10.21, p < .001, d = 2.42). Furthermore, English communication skills showed substantial improvement in the experimental group (t = 12.45, p < .001, d = 3.21). The findings indicate that web-based gamification produces a very large educational effect on students’ English achievement, motivation, engagement, and communication skills. The study recommends integrating gamified digital learning platforms into secondary school English instruction to enhance learner participation and academic achievement.
S. Rani, M. Vasimalairaja· Innovare journal of educatio...· 0 citations
Gamification has emerged as an innovative pedagogical strategy in the teaching of English as a foreign language; however, there is limited empirical evidence from direct classroom interventions with primary school students in Latin American contexts. The present study aimed to examine the impact of gamification on English vocabulary acquisition in seventh grade students at the A2 level in a public school in Esmeraldas, Ecuador. A convergent parallel mixed methods design was employed, with a sample of 22 students selected through purposive sampling. Data collection followed a four-stage sequence: first, a diagnostic test was administered as a pre-test; then the gamified intervention was carried out over four consecutive weeks, with one weekly session of 90 minutes using the platforms Kahoot! Wordwall, Quizizz, and Blooket, during which a teacher observation checklist was recorded weekly; afterward, a final test was administered as a post-test; and finally, a student perception survey was applied on a Likert scale. Quantitative results showed an increase from 43.55% to 85.91% in average achievement between the pre-test and the post-test, a statistically significant improvement according to the Wilcoxon signed-rank test (Z = 4.09, p < .001) with a large effect size (r = .87), with positive gains recorded in all 22 participants. The teacher observation checklist recorded an overall average of 3.90 out of 4.00 across the dimensions of engagement, vocabulary use, and oral fluency, with Kahoot! being the platform with the best results. The student perception survey showed a broadly favorable evaluation, with agreement percentages ranging from 93.2% to 97.7% depending on the section assessed. It is concluded that digital gamification constitutes an effective methodological strategy for vocabulary development, motivation, and communicative confidence in public primary education contexts in Latin America, although these results should be read as initial evidence of short-term consolidation, given the single-group design and the brief duration of the intervention.
Unknown authors· Revista Multidisciplinar de...· 0 citations
Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students
Ipan Rinaldi, Fathurrahman Imran, Muhammad Muhlisin· Pendidikan Bahasa dan Sastra· 0 citations
This article examined the effectiveness of two gamification tools, Quizlet and Wayground, in teaching English vocabulary to young learners at an English education center in Ho Chi Minh City, Vietnam. Employing an explanatory sequential mixed-methods design, the article addressed three research questions concerning the benefits of Quizlet and Wayground, their capacity to engage students’ motivation and interest and their effect on young learners’ memory of vocabulary meaning. Thirty students aged 10 to 11, enrolled in a Cambridge Flyers preparation course, were divided into an experimental group taught using Quizlet and Wayground and a control group taught using traditional methods over a six-week period. Data were collected through a vocabulary pre-test and post-test, twelve periods of classroom observation and semi-structured interviews with five English teachers. Quantitative data were analyzed using independent-samples and paired-samples t-tests, while qualitative data were analyzed thematically. The results indicated that teachers perceived Quizlet and Wayground as beneficial for presenting, practicing and reviewing vocabulary through varied game modes. Both interview and observation data showed that the tools substantially increased students’ motivation and interest in the classroom. Furthermore, although the two groups did not differ significantly on the pre-test (p = .653), the experimental group significantly outperformed the control group on the post-test (p = .035), and only the experimental group showed a statistically significant pre-to-post-test improvement (p < .001) with mean scores rising from 6.940 to 7.920. These findings suggest that gamification tools such as Quizlet and Wayground can meaningfully enhance vocabulary retention and classroom engagement among young EFL learners, offering practical implications for vocabulary instruction in similar educational contexts.
Nguyen Thi Yen Phuong, Nguyen Hong· International Journal of Cur...· 0 citations
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Mariela Katherine Moreira López, Cinthia Vanessa Ayala Imbaquingo, Angie Paulina Espinoza Morocho et al.· Revista Científica de Innova...· 0 citations
The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence and provides practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Roswita M. Aboe, Naniek Jusnita, Asrul M. Syawal et al.· Journal of Languages and Lan...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
