Bibliographic Details
| Title: |
The Impact of Quizizz on Turkish EFL High School Students' Vocabulary Learning. |
| Authors: |
AYBİRDİ, Nilüfer1 niluferaybirdi@hotmail.com, KIRCA, Sinem2 sinemenglishteacher@gmail.com |
| Source: |
Hacettepe University Journal of Education. Apr2026, Vol. 41 Issue 2, p475-488. 14p. |
| Subject Terms: |
*Computer assisted language instruction, *Mobile learning, *Educational technology, *Lexicology, *Mixed methods research, *Student engagement, *Secondary education |
| Abstract: |
Mastering vocabulary plays a pivotal role in the overall process of foreign language learning. Owing to technological progress, mobile-based learning tools have gained significant popularity in aiding learners of English as a foreign language. This research, adopting a mixed-methods design that integrated both quantitative and qualitative perspectives, examined how using the Quizizz platform influenced Turkish EFL learners' vocabulary growth. Participants comprised 64 eleventh-grade students enrolled in a Turkish vocational and technical high school, who were randomly divided into experimental and control groups. During a six-week intervention, students in the experimental group practiced new vocabulary via Quizizz, whereas those in the control group learned identical word sets using conventional whiteboard-based lists. Improvements in vocabulary knowledge were measured through pre- and post-tests specifically developed by the researchers. Students' attitudes toward Quizizz were explored using a 12-item survey complemented by semi-structured interviews. Findings indicated that participants in the experimental group demonstrated notably higher vocabulary improvement than those in the control group. Students further expressed that the Quizizz platform was easy to use, enjoyable, and practical. The overall outcomes highlight how mobile-assisted technologies can effectively foster vocabulary acquisition and boost learner engagement within EFL settings. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
