Battling against Motivational Challenges in EFL Classroom through Quizizz: A Novice and Experienced Educators’ Reflective Practice

Background/purpose. Fun learning is one of the key factors determining student achievement. Happy learners are more likely to experience enhanced retention, motivation, and cognitive abilities. As technology advances, teachers can use media such as games in classroom activities to help students overcome the challenges of learning English as a foreign language. This study aims to promote student motivation in learning English using Quizizz educational games.

Materials/methods. Action research involving two university graduates majoring in English language teaching, a mentor teacher, a professor, and a cohort of 35 students was conducted in a state junior high school in the town of Banyumas, Indonesia. The data was collected via classroom observations and questionnaires. The data were analyzed using descriptive statistical techniques.

Results. Results showed a rise in student learning motivation following the intervention across research cycles. It is most likely that the results have reached the predefined criteria for intervention success with revised plans over time, because in practice, Quizizz provided a pleasant learning atmosphere, minimized academic boredom, and encouraged students to compete. Furthermore, the achievement was most probably attributed to reflective practice among parties involved in the collaborative classroom action project.

Conclusion. In summary, apart from its status as a common persistent issue in EFL classes, students' low learning motivation can be promisingly raised through the adoption of Quizizz within the framework of a classroom action research study.

Keywords: Quizizz, engagement, English, educators, reflective, process

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