Comparing Quizizz-Based and Traditional Vocabulary Instruction: A Quasi-Experimental Study With Non-English Majors in Vietnam
DOI:
https://doi.org/10.17507/tpls.1605.03Keywords:
Quizizz-based vocabulary instruction, traditional vocabulary teaching, English as a Foreign Language (EFL), non-English majors, mixed-methods researchAbstract
Quizizz is a widely used game-based learning platform, particularly popular among university students in Vietnam. This quasi-experimental study investigates the impact of Quizizz-based vocabulary instruction compared to traditional teaching methods on vocabulary retention among non-English major students at a Vietnamese university. A total of 80 participants were divided equally into an experimental group, which used Quizizz for vocabulary learning, and a control group, which received traditional instruction. Data were collected through pre- and post-tests, questionnaires, and semi-structured interviews with both students and lecturers. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were thematically analyzed. Results revealed that the experimental group outperformed the control group in both immediate and delayed vocabulary retention tests, indicating that Quizizz-based instruction can effectively enhance vocabulary learning. Furthermore, students and lecturers expressed generally positive attitudes toward the use of Quizizz as a supplemental vocabulary learning tool, although some concerns about content quality and learning depth were noted. These findings provide practical implications for integrating game-based platforms like Quizizz into English vocabulary teaching and suggest directions for future research on technology-enhanced language learning.
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