Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review

Abstract

The teaching and learning of English as a second language have always been emphasized by the Ministry of Education (MOE). In the Malaysia Education Blueprint (2013–2025), among the many goals is to produce learners who can comprehend the language for various purposes, including for information and enjoyment. Over the years, the teaching and learning of English have changed from conventional chalk-and-talk methods to modern methods that involve various platforms such as Quizizz, which is free and easy to use. This systematic literature review focuses on teachers’ perception on the use of Quizizz in the teaching and learning of English. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 45 articles related to the use of Quizizz in the English language classroom were identified from the ERIC and Google Scholar databases. Based on the articles from the year 2017 to 2021, the results show that the mixed-method research design was most used to gather teachers’ perspectives on the use of Quizizz in the teaching and learning of English. Overall, the results of this study show that Quizizz is accepted positively among teachers due to its effectiveness, feasibility, ease of use, and motivating nature for learners. As a suggestion for future research, more focus can be put on investigating the effectiveness of Quizizz from the perspective of parents and issues related to the implementation of gamified learning, such as Internet connection and device availability.

The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching

“…Journal on English as a Foreign Language, 12(2), 249-271 p-ISSN 2088-1657e-ISSN 2502-6615 They were excited to learn English materials and finished the exercises on their smartphone. One factor that contributes to increased engagement is the userfriendly interface, which makes it easy to operate (Lim & Yunus, 2021). Thus, students can easily familiarize themselves with this e-learning gamification.…”

The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review

“…Integrating ICT into English language teaching has not only reduced teacher-centred "talk-and-chalk" but also students' language learning anxiety, encouraging them to be risk-takers to practise target language as they are digital natives. There are some positive impacts of ICT on English language teaching under the straightforward headlines such as: availability of materials, students' attitudes, learners' autonomy, authenticity, helping teachers, student-centred, and self-assessment (Hashim et al, 2018;Lim & Yunus, 2021). The availability of large body of authentic materials such as images, animation, audio and video clips facilitate presenting and practicing language.…”

A Comparative Study of Gamified and Conventional Online Quizzes

“…For Group A, gamified e-quizzes were constructed using the Quizizz platform (https://quizizz. com/), widely used to motivate students [25]. The platform provides a wide range of gamified elements, including avatars, leaderboards, memes, music, themes, and time constraints for engaging learning activities.…”