ERIC Number: EJ1313065
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2155-6849
EISSN: N/A
Available Date: N/A
Can ESA Method through Quizizz Games Enhance Vocabulary Knowledge?
Katemba, Caroline V.; Sinuhaji, Grace V.
International Journal of Game-Based Learning, v11 n3 Article 2 p19-37 2021
The teaching of vocabulary is essential in the world of teaching English as a foreign language (EFL). EFL learners have problems in learning vocabulary. To attract the students' attention, the teachers should have adequate teaching methods. One of the teachers' efforts to engage the students is by applying ESA (engage, study, and activate) through Quizizz to find out the enhancement of students' vocabulary knowledge. The study was done in a public junior high school. This was a quantitative research with a sample of 65-students. The students were divided into two groups as experimental and control group. The result of this study showed that both groups have enhanced their vocabulary knowledge. Also, there is a significant difference between the experimental and the control group. Student responses through the questionnaire show they like the learning model. Therefore, it can be concluded that ESA through Quizizz games are effective methods for teaching vocabulary, and also the use of Quizizz can be done at all academic levels from the primary to the tertiary level. The students enjoy and are excited to learn through this model.
Descriptors: Foreign Countries, Second Language Instruction, English (Second Language), Teaching Methods, Educational Games, Game Based Learning, Vocabulary Development, Junior High School Students, Instructional Effectiveness, Outcomes of Education, Experimental Groups, Control Groups, Computer Games, Handheld Devices
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A
Author Affiliations: N/A