Effects of using quizizz and wordwall to acquire vocabulary as a foreign language in second-grade students
DOI:
https://doi.org/10.62452/1y8p2k63Palavras-chave:
Games, vocabulary, motivation, learning process, interactionResumo
Due to the lack of basic vocabulary in young learners, it is crucial to identify the best way to help them to acquire vocabulary memorably. Games are created to innovate the learning process. Thus, in this research analyzes the impact of games on vocabulary acquisition in elementary EFL learners to find the effects of using Quizizz and Wordwall and identify learners' perceptions towards the use of those games is important. The appropriate research method for this project is a critical literature review through a mixed-method approach with qualitative and quantitative studies using those two games. This analysis will discuss the best way to teach vocabulary through an online game, adapting it to the English class and using the technological tools differently. Considerable literature on the effects of online games provides us with a general idea and guidance to innovate the English classes toward using games. The study findings will provide insights into the benefits of using Quizizz and Wordwall games in English classrooms, showing the real effects of those games on students' performance to help teachers incorporate them adequately.
Downloads
Referências
Ade Indrayana, I. B. (2022). The Implementation of Learning Media: Quizizz Application in EFL Remote Learning. Journal Pendidikan Bahasa Inggris Undiksha, 10(1), 1-6.
Aini, J. N., & Ma’rifah, U. (2021). Virtual Implementation of Mobile-Game Based Learning: Enhancing Students’ Vocabulary Mastery and Self-Motivation. ELT Wordwide, 8(2), 343-351.
Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153.
AlNatour, A. S., & Hijazi, D. (2018). The Impact of Using Electronic Games on Teaching English Vocabulary for Kindergarten Students. US-China Foreign Language, 16(4), 193-205.
Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis. Journal of Information Technology Education: Research, 18, 395-417.
Aslanabadi, H., & Rasouli, G. (2013). The Effect of Games on Improvement of Iranian EFL Vocabulary Knowledge in Kindergartens. International Review of Social Sciences and Humanities, 6(1), 186-195.
Aziz Fakhruddin, A., Firdaus, M., & Mauludiyah, L. (2021). Wordwall Application as a Media to Improve Arabic Vocabulary Mastery of Junio High School Students. Arabiyatuna Journal Bahasa Arab, 5(2), 217-234.
Bavi, F. (2018). The Effect of Using Fun Activities on Learning. Journal of Language Teaching and Research Vocabulary at the Elementary Level, 9(3), 629-639.
Chapman, J., & Rich, P. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 314-321.
Creswell, J. (2014). A Consice Introduction to Mixed Method Research. SAGE publications.
Dwinta, N., & Sapriya. (2020). The Role of Media Quizizz in CivicsLearning to Increase Learning Motivation for Elementary School Students. The 3rdInternational Conference on Elementary Education, 3(1), 194-198.
Fadhilawati, D. (2021). Using Quizizz Application for Learning and Evaluating Grammar Material. JOSAR (Journal of Students Academic Research), 6(1), 85-94.
Fosnot, C. T. (2013). Constructivism: Theory, Perspectives and Practice. Teachers College Press.
Freud, S. (1950). Beyond the presure principle. Liveright.
Garton, S., & Copland, F. (2019). The Routledge Handbook of Teaching English to Young Learners. Routledge.
Girmen, P., & Kaya, M. F. (2019). Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games. International Journal of Instruction, 12(1), 555-572.
Hajimia, H., & Sarjit Singh, M. K. (2020). Second language acquisition: krashen’s monitor model and the natural approach. International Journal of Social Sciences, 6(3), 87-99.
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education. Education Sciences, 9(4).
Huyen Phuong, T. T. (2020). Gamified Learning: Are Vietnamese EFL Learners Ready Yet? iJET, 15(24), 242-251.
İçin, O. D., & Samet, B. (2018). Using Quizizz.com to Enhance Pre-intermediate Students' Vocabulary Knowledge. International Journal of Language Academy, 6(3), 295-303.
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. Int. J. Mobile Learning and Organisation, 13(1), 113-127.
Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
Malone, T. (1981). Toward a Theory of Intrisically Motivating Instruction. Cognitive Science, 5(4), 333-369.
Matheson, D., & Spranger, K. (2001). Content Analysis of the Use of Fantasy, Challenge, and Curiosity in School-Based Nutrition Education Programs. Journal of Nutrition Education, 33, 10-16.
Moyer, A. (2014). What's age got to do whit it? Accounting for individual factors in second language accent. Studies in Second Language Learning and Teaching, 4(3), 443-464.
Papadakis, S., Trampa, A. M., Barianos, A. K., Kalogiannakis, M., & Vidakis, N. (2020). Evaluating the Learning Process: The “ThimelEdu” Educational Game Case Study. CSEDU, 2, 290-298.
Piaget, J. (1951). Play, dreams, and imitation in childhood. Norton.
Savignon, S. (2007). Beyond communicative language teaching: What’s ahead? Journal of Pragmatics, 39(1), 207-220.
Segaran, V. C., & Hashim, H. (2022). ‘More Online Quizzes, Please!’ The Effectiveness of Online Quiz Tools in Enhancing the Learning of Grammar among ESL Learners. International Journal of Academic Research in Business & Social Sciences, 12(1), 1756-1770.
Silsüpür, B. (2017). Does Using Language Games Affect Vocabulary Learning in EFL Classes? Journal of Foreign Language Education and Technology, 2(1), 83-104.
Truchly, P., Podhradský, P., Muntean, C. H., & El Mawas, N. (2019). The Effect of Educational Game on Children Learning Experience in a Slovakian School. (Paper). CSEDU - 7th International Conference. Heraklion, Greece.
Uzun, L., Çetinavcı, U. R., Korkmaz, S., & Salihoğlu, U. M. (2013). Developing and applying a foreign language vocabulary learning and practice game: The effect of VocaWord. Digital Culture & Education, 5(1), 48-70.
Yan mei, S., Yan Ju, S., & Adam, Z. (2018). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Educational and Research, 5(1), 194-198.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Revista Metropolitana de Ciencias Aplicadas
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
© Podrá reproducirse, de forma parcial o total, el contenido de esta publicación, siempre que se haga de forma literal y se mencione la fuente.
