Students’ Perceptions of Using Quizizz in Online English Learning
Article Sidebar
Main Article Content
Abstract
This study aims to explore students’ perceptions of the use of the Quizizz platform in vocabulary learning during online English classes. The participants were 25 senior high school students in the Ogan Komering Ilir District, and a quantitative survey research design was employed. Data were collected through a closed-ended questionnaire distributed via Google Forms to investigate students’ views on the effectiveness, advantages, and challenges of using Quizizz as an online assessment tool. The results indicate that students have positive perceptions of Quizizz, as it is considered engaging, easy to use, and effective in reducing boredom, increasing motivation and confidence, and supporting vocabulary comprehension through immediate feedback. Overall, the findings suggest that Quizizz is a beneficial and practical tool for online vocabulary learning, supporting both the cognitive and affective aspects of students’ learning experiences.
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Cheng, Y., Horwitz, E., & Schallert, D. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
Dhamayanti, F. (2021). EFL students’ perception and motivation toward Quizizz as e-learning media in English e-classroom. Education of English as a Foreign Language, 4(2), 71-78. https://doi.org/10.21776/ub.educafl.2021.004.02.03
Fahada, N., & Asrul, N. (2024). Students' perception of gamified learning in EFL class : Online Quizizz for engagement and motivation. Journal Of Education And Teaching Learning (JETL), 6(2), 13–22. https://doi.org/10.51178/jetl.v6i2.1828
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Jiang, Y., Wu, Y., & Liang, Y. (2024). Affective filter hypothesis and second language acquisition: A study on anxiety levels in the dictation part of TEM-4. Arts Culture and Language, 1(5). https://doi.org/10.61173/8y785633
Li, Y. (2024). Adapting to the digital learning environment: The impact on student learning and outcomes. Lecture Notes in Education, Psychology and Public Media, 37. https://doi.org/10.54254/2753-7048/37/20240504
Lim, T. & Yunus, M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: a systematic review. Sustainability, 13(11), 6436. https://doi.org/10.3390/su13116436
Maslin, N. M. (2018). Impact of modern technology. HF Communications, 3. https://doi.org/10.1201/b12574-14
Mayer, R. (2019). Computer games in education. Annual Review of Psychology, 70(1), 531-549. https://doi.org/10.1146/annurev-psych-010418-102744
Nordin, S. S. (2023). The impact of implementing Quizizz on developing vocabulary skills in language learning among Malaysian secondary school students in rural areas. International Journal on E-Learning Practices (IJELP), 6(1). https://doi.org/10.51200/ijelp.v6i1.4610
Ota, M., Banda, Y., Sama, G., & Kara, Y. (2023). Student’s perception towards using Quizizz as an online evaluation medium of English learning. Journal of Research in Instructional, 3(2), 147-156. https://doi.org/10.30862/jri.v3i2.248
Pertiwi, A. P. (2020). Using Quizizz as an assessment of students’ English learning. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 3(1), 37. https://doi.org/10.20527/jetall.v5i1.10859
Pradnyadewi, D. A. M., & Kristiani, P. E. (2021). Use of Quizizz in improving students’ reading skills. The Art of Teaching English as a Foreign Language, 2(1), 1–6. https://doi.org/10.36663/tatefl.v2i1.93
Putri, N. P. W., Hadi Saputra, I. N. P., & Pratiwi, N. P. A. (2021). Student engagement on the implementation of online English learning. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(3), 280–289. https://doi.org/10.23887/jpbi.v9i3.40165
Quá, T., Học, T., Trong, O., Đoạn, G., Phó, Ứ N G, Đại, V. Ớ I., & Covid, D. (2022). Using Quizizz application to enhance students’ motivation and engagement in online learning in response to Covid pandemic. Journal of Science and Technology - HaUI, 58(6), 96–102. https://doi.org/10.57001/huih5804.77
Rahmawati, S. (2021). Students’ perceptions toward Quizizz as an online learning media. PANYONARA: Journal of English Education, 3(1), 62–70. https://doi.org/10.19105/panyonara.v3i1.4282
Rezita, R., & Yunita, W. (2023). EFL Students’ perception on using quizizz in learning English at a vocational school. ICOTEL Proceeding MPBING, 2017. http://proceeding.icotel.org/index.php/mpbing/article/view/102
Santiago Jr, C. S., Leah Ulanday, M. P., Jane Centeno, Z. R., Cristina Bayla, M. D., & Callanta, J. S. (2021). Flexible learning adaptabilities in the new normal: E-learning resources, digital meeting platforms, online learning systems and learning engagement. Asian Journal of Distance Education, 16(2), 38. https://doi.org/10.5281/zenodo.5762474
Sersanawawi, L., Dewi, U., & Daulay, S. H. (2023). Effectiveness of using Quizizz in teaching English. 3.
Sorohiti, M., Yasa, A., Nadra, N., Suryanto, J., & Fatimah, N. (2024). Quizizz for EFL learning tool : Students ’ views and attitudes. 06011.
Wulandari, E. (2022). Quizizz application for English online learning: The students’ perceptions. Jurnal Pajar (Pendidikan Dan Pengajaran), 6(3), 640. https://doi.org/10.33578/pjr.v6i3.8774
Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
Zulfa, A. & Ratri, D. (2022). EFL students’ perceptions toward Quizizz as an assessment tool during online learning. The Journal of English Literacy Education the Teaching and Learning of English as a Foreign Language, 9(1), 78-87. https://doi.org/10.36706/jele.v9i1.17378