Pre-Service English Teachers’ Insights on Using Zep Quiz as a Learning Tool in EFL Classrooms
Abstract
This study investigates the perspectives of pre-service English teachers on the use of Zep Quiz in the context of EFL (English as a Foreign Language) instruction. Along with the development towards the digital era, integrating technology in educational settings is crucial, especially for future educators looking to employ technology based methods to create engaging and appealing lessons. Employing a qualitative approach with exploratory descriptive methods, this study examines English education students at UIN Sunan Ampel Surabaya who implemented Zep Quiz during their internship teaching practice. Data collection involved semi-structured interviews, observations, and documentation, followed by thematic analysis. Findings reveal that Zep Quiz was user friendly and effective in enhancing student motivation and engagement. Gamification features such as scoring and leaderboards fostered a competitive and enjoyable learning environment. However, challenges related to technological limitations were also found, such as connectivity issues and device limitations among students. The study highlights the importance of teacher education focusing on technology mastery and classroom management skills to address such challenges. The results are anticipated to influence pre-service English teacher education programs, particularly in the integration of technology in EFL instruction.
References
Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Agus, K. R., Sahid, D. S. S., & Dalimunthe, S. (2023). Implementation Of Gamification In Learning Media To Improve Student Activity And Learning Outcomes.
Aini, S. N., Ardah, F. K., Mahendika, D., Guilin, X., & Amir, H. S. (2024). Impact of Quizizz Learning Media in Increasing Interest and Motivation for Learning in Early Childhood Education Students. Journal International of Lingua and Technology, 3(1), 175–189. https://doi.org/10.55849/jiltech.v3i1.600
Baah, C., Govender, I., & Subramaniam, P. R. (2024). Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load. Education Sciences, 14(10), 1115. https://doi.org/10.3390/educsci14101115
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100. https://doi.org/10.1016/j.nepr.2012.07.010
Busse, V. (2012). Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts. System, 40(2), 316–318. https://doi.org/10.1016/j.system.2012.04.004
Colomo Magaña, E., Colomo Magaña, A., Cívico Ariza, A., & Basgall, L. (2024). Pre-service primary teachers’ perceptions of gamification as a methodology. Journal of Technology and Science Education, 14(1), 109. https://doi.org/10.3926/jotse.2204
Downey, J. (2008). It’s Not As Easy As It Looks”: Preservice Teachers’ Insights about Teaching Emerging from an Innovative Assignment in Educational Psychology. 3.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics., 19, 221-246.
Erdoğan, V. (2019). Integrating 4C Skills of 21st Century into 4 Language Skills in EFL Classes. 7(11).
Holloway & S. Wheeler. (2010). Qualitative research in nursing and healthcare (3rd ed.). Wiley-Blackwel.
Hunter, D. D. J., & McCallum, D. J. (n.d.). Defining Exploratory-Descriptive Qualitative (EDQ) research and considering its application to healthcare.
Kounios, J., & Beeman, M. (2014). The Cognitive Neuroscience of Insight. Annual Review of Psychology, 65(1), 71–93. https://doi.org/10.1146/annurev-psych-010213-115154
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (Third edition). Oxford University Press.
Le, M. T. T., & Tran, K. V. (2024). University Students’ Engagement with Feedback in a Quiz Platform: A Case Study of Quizizz. Journal of University Teaching and Learning Practice, 21(10). https://doi.org/10.53761/4rbt5151
Lim, T. M., & Yunus, M. 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
Maharani, T. (n.d.). Pre-Service Teachers’ Perceptions of Kahoot! As a Teaching Tool During Internships.
Moorhouse, B. L., & Yan, L. (2023). Use of Digital Tools by English Language Schoolteachers. Education Sciences, 13(3), 226. https://doi.org/10.3390/educsci13030226
Mrissa, B., & Anasse, K. (2024). Enhancing EFL Learning Through Computer-Based Gamification: An Investigation of Impact. International Journal of Language and Literary Studies, 5(4). https://doi.org/10.36892/ijlls.v5i4.1463
Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2024). Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom. Journal of Education and Learning (EduLearn), 18(2), 342–349. https://doi.org/10.11591/edulearn.v18i2.21069
Pho, A., & Dinscore, A. (2015). Game-Based Learning. Assosiation of Collage and Research Libraries and American Library Association. https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Reinhardt, J. (2019). Introduction. In J. Reinhardt, Gameful Second and Foreign Language Teaching and Learning (pp. 1–17). Springer International Publishing. https://doi.org/10.1007/978-3-030-04729-0_1
Richards, J.C & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. ambridge University Press.
Setyaningrum, A., & Putri, D. (2023). Pre-service English Teachers’ Voices Toward The Use of Quizizz in Learning Tourism. Pedagogy : Journal of English Language Teaching, 11(2), 163. https://doi.org/10.32332/joelt.v11i2.7629
Stakhova, I., Kushnir, A., Franchuk, N., Kolesnik, K., Lyubchak, L., & Vatso, M. (2024a). Enhancing the Digital Competence of Prospective Primary School Teachers through Utilizing Kahoot. Lnternational Electronic Journal of Elementary Education, 4. https://doi.org/10.26822/iejee.2024.346
Stakhova, I., Kushnir, A., Franchuk, N., Kolesnik, K., Lyubchak, L., & Vatso, M. (2024b). Enhancing the Digital Competence of Prospective Primary School Teachers through Utilizing Kahoot. Lnternational Electronic Journal of Elementary Education, 4. https://doi.org/10.26822/iejee.2024.346
Suherdi, D. (n.d.). Towards The 21st Century English Teacher Education an indonesian perspective.
Suryani, A. (n.d.). ICT in Education: Its Benefits, Difficulties, and Organizational Development Issues.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Article Metrics
Abstract view : 0 timesPDF - 3684 times
Accreditation Journal
