USING QUIZIZZ AS A GAMIFIED LEARNING FOR EFL STUDENTS: BENEFITS, BARRIERS, AND BEST PRACTICES
DOI:
https://doi.org/10.32497/orbith.v21i3.7066Keywords:
Bahasa Inggris sebagai Bahasa Asing (EFL), pembelajaran berbasis game, Quizizz (Wayground)Abstract
This literature review synthesizes findings from 30 studies on the implementation of Quizizz (now rebranded as Wayground) in English as a Foreign Language (EFL) contexts. The studies span various educational levels and cultural settings, focusing on Quizizz’s pedagogical effectiveness, motivational impact, and assessment utility. The review identifies three major themes: benefits of gamified learning, barriers to implementation, and emerging best practices. The analysis reveals that Quizizz significantly enhances student engagement, increase students’ motivation, supports vocabulary and grammar development, and facilitates both formative and summative assessment which results in increasing learning outcomes. However, challenges such as digital access, superficial learning behaviors, and limited teacher readiness remain. Therefore, the review concludes with recommendations for optimal use such as, aligning quiz content with learning objectives, using Quizizz with other methods, providing feedback for students, addressing digital equity in its use, and training teachers in digital pedagogy. Nevertheless, while the literature shows promising results, it also reveals areas needing further research.
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