THE EFFECTIVENESS OF QUIZIZZ WHEN WORKING WITH DESCRIPTIVE ADJECTIVES

Paula Hurtado, Claudio Díaz

Abstract


Deficient use of vocabulary in learners is common when they use English to express their ideas. The use of technology to motivate students learning is an ally for teachers when they want to innovate and develop new strategies. The aim of this action research study is to assess the effectiveness of using the Quizizz online platform to improve one participant’s listening skill to recognize descriptive adjectives. The participant was one English language learner from an A1 level in a semi private school from Concepción, Chile. During 5 sessions he used and played on the Quizizz platform, there he listened to words, simple phrases and complex sentences. He had to choose the correct picture that represented that the descriptive adjectives that he had heard. To identify and analyze the results of the Quizizz platform, it was used an observation checklist. Then, at the end of each session, a multiple choice task with similar questions to Quizizz was used. To identify the participant’s perception about the Quizizz platform it was used a Likert scale. The findings showed that the use of the platform didn’t contribute to the participant’s improvement of his listening skill related to descriptive adjectives. In addition, the participant perceived the Quizizz platform positively. For these reasons, the Quizizz platform is recommended to be used for educational purposes.

El uso deficiente del vocabulario en los estudiantes pequeños es común cuando usan inglés para expresar sus ideas. El uso de tecnología para motivar el aprendizaje de los estudiantes es un aliado para los docentes cuando quieren innovar y desarrollar nuevas estrategias. El objetivo de este estudio de investigación-acción es evaluar la efectividad del uso de la plataforma en línea Quizizz para mejorar la habilidad de escucha de un participante para reconocer adjetivos descriptivos. El participante fue solo un estudiante de inglés de nivel A1 de una escuela semi privada de la ciudad de Concepción, Chile. Durante 5 sesiones él utilizó y jugó en la plataforma Quizizz, allí escuchó palabras, frases, oraciones complejas y tuvo que elegir la imagen correcta que representaba el adjetivo descriptivo que había escuchado. Para conocer y analizar los resultados de la plataforma Quizizz se utilizó un checklist de observación, luego al final de cada sesión se utilizó una tarea de opción múltiple con preguntas similares a las del Quizizz. Para identificar la percepción del participante sobre la plataforma se utilizó una escala Likert. Los hallazgos mostraron que el uso de la plataforma no contribuyó a que el participante mejorara su habilidad de escuchar en relación a los adjetivos descriptivos. Además, el participante percibió positivamente la plataforma. Por estas razones, se recomienda utilizar Quizizz con fines educativos.

Article visualizations:

Hit counter


Keywords


descriptive adjectives, Quizizz platform, listening skill / adjetivos descriptivos, plataforma Quizizz, habilidad de la escucha

Full Text:

PDF

References


Amir, S. (2018). Research in Use of Information & Communication Technologies (ICT) for Developing Listening Comprehension Competency in Foreign/Second Languages: A Review of Selected Tools. International Journal of Social Sciences & Humanities, 3(1), 44-53.

Basuki, Y., & Hidayati, Y. (2019, April). Kahoot! Or Quizizz: the Students’ Perspectives. In Proceedings of the 3rd English Language and Literature International Conference (ELLiC)(2019) (Online: https://www.researchgate.net/publication/334358438_Kahoot_or_Quizizz_the_Students’_Perspectives).

Brown, G., Yule, G., Recuero, S. I., & Yule, G. (1993). Análisis del discurso. Visor.

Cameron, L. (2001). Children learning a foreign language. Lynne Cameron, Teaching Languages to Young Learners, 1-20.

Chavez, J., Jaramillo, C., & Liberona, D. (2016, July). Informational technology skills and media literacy in students: A case study. In International Workshop on Learning Technology for Education Challenges (pp. 25-38). Springer, Cham.

Coombe, C., Davidson, P., O’Sullivan, B., & Stoynoff, S. Cambridge guide to second language assessment. Cambridge: Cambridge University Press. 2012. Pp. 321.

Croker, R. A., & Heigham, J. (2011). Qualitative research in applied linguistics: a practical introduction. Basingstoke Hampshire: Palgrave Macmillan.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Ernst Klett Sprachen.

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Hachette Uk.

Garton, S., & Copland, F. (2019). The Routledge handbook of teaching English to young learners. London: Routledge Taylor & Francis Group.

Halliwell, S. (1992). Teaching English in the primary classroom. London: Longman

Hamilton-Hankins, O. J. (2017). The impact of technology integration on the engagement levels of ten second grade students in an English language arts classroom.

Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34.

Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109-131.

Hwaider, S. (2017). Problems of teaching the listening skill to Yemeni EFL learners. International Journal of Scientific and Research Publications, 7(6), 140-148.

Lynch, S. M., Forman, E., Mendelsohn, M., & Herman, J. (2008). Attending to dissociation: Assessing change in dissociation and predicting treatment outcome. Journal of Trauma & Dissociation, 9(3), 301-319.

Masters, G. N. (2014). Assessment: Getting to the essence.

Mead, N. A., & Rubin, D. L. (1985). Assessing Listening and Speaking Skills. ERIC Digest.

Motteram, G., & Sharma, P. (2009). Blending learning in a web 2.0 world. International Journal of Emerging Technologies and Society, 7(2), 83.

Motteram, G. (2013). Innovations in learning technologies for English language teaching. (n.d.). Retrieved from http://www.teachingenglish.org.uk/article/innovations-learning-technologies-english-language-teaching.

Nguyen, T. M. H., & Webb, S. (2017). Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 21(3), 298-320.

Parkin, P. (2009). Managing change in healthcare: Using action research. Sage.

Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The modern language journal, 78(2), 179-189.

Stakanova, E., & Tolstikhina, E. (2014). Different approaches to teaching English as a foreign language to young learners. Procedia-Social and Behavioral Sciences, 146, 456-460.

T., J. (2014, February 10). Classroom Research (McKay, 2006). Retrieved from https://prezi.com/kko4p8lgacmg/classroom-research-mckay-2006/.

Thorne, S. L., Reinhardt, J., & Golombek, P. (2008). Mediation as objectification in the development of professional discourse: A corpus-informed curricular innovation. Sociocultural theory and the teaching of second languages, 256-284.

Yagcioglu, O. (2018). Teaching Adjectives and Adverbs in ESL Classes. Online Submission, 5(3), 272-278.

Zhao, F. (2019). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, 8(1), 37. doi: 10.5430/ijhe.v8n1p37.




DOI: http://dx.doi.org/10.46827/ejes.v8i2.3624

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Paula Hurtado, Claudio Díaz

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).