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T. (2023) . The impact of gamified learning using Quizizz on ESL learners’ grammar achievement.  \nContemporary Educational Technology, 15(2), ep410. [https://doi.org/10.30935/cedtech/12923](https://doi.org/10.30935/cedtech/12923)  \nARTICLE INFO ABSTRACT  \n\n| Received: 28 Aug 2022\u003Cbr>Accepted: 20 Nov 2022 | This study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners’ grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.\u003Cbr>Keywords: assignments, gamification, Quizizz, grammar, ESL |\n| --- | --- |\n| INTRODUCTION |  |\n\nGrammar has played an essential role in learning English. Grammar, the structural foundation, defines types of words, word groups, and rules to produce correct and meaningful sentences. However, English as a foreign language (EFL) learners in many Vietnamese schools appear to face a lot of problems with grammatical knowledge (Hanh & Chau, 2021). They have common errors in many areas of English grammar as tenses and aspects, the copula be, adverb positions, and adjective phrases (Dao, 2008). Besides, there is a great difference between Vietnamese and English grammatical characteristics (Tang, 2007) . Vietnamese grammar mainly includes word order and the usage of function words rather than bound morphemes (Nguyen, 1997) . That can be a big obstacle for Vietnamese learners to master English grammar. Therefore, applying updated methods to help learners get more engaged in learning activities and improve their achievement has always been important to enhance the quality of teaching and learning grammar since students play an active role in their learning process (Thirusanku & Melor, 2014) .  \nRecently, gamification has been applied in various areas of teaching and learning English because of its great benefits. It was used to motivate learners and enhance their engagement in learning (Bal, 2019; Hanus & Fox, 2015; Jackson & McNamara, 2013; Mchucha et al., 2017; Torrado Cespón & Díaz Lage, 2022) . In addition, gamified learning has been proven in some studies to have a positive influence on vocabulary learning (Katemba & Sinuhaji, 2021; Kijpoonphol & Phumchanin, 2018; Pham, 2022a; Waluyo & Brucol, 2021) . Regarding grammar, many English as a second language (ESL) students were in favor of the usage of gamified learning because of its benefits in motivation and better comprehension of English grammar concepts (Rafiqah et al., 2019) . Gamified learning through tools such as Kahoot!, Socrative, and PowerPoint Challenge Game was also found to be effective for ESL students (Hashim et al., 2019) . In Vietnam, several studies have reported that being well-equipped for using gamified learning and holding positive attitudes toward it make learners more ready to join online gamified webs (Le, 2021; Pham, 2022b) .","cbCaiehPWO1QhrjH","https://ap.wps.com/l/cbCaiehPWO1QhrjH","pdf",346625,12,"English","# ABSTRACT\n# INTRODUCTION\n# LITERATURE REVIEW\n## Theory of Gamified Learning\n## Elements of the Gamification Process","[{\"question\":\"What is the study’s primary goal?\",\"answer\":\"To examine the impact of gamified learning using Quizizz on ESL learners’ grammar achievement.\"},{\"question\":\"How was the research designed and what did each group do?\",\"answer\":\"A pre-/post-test control group design was used with 63 freshmen. The experimental group completed 20 multiple-choice quizzes on Quizizz, while the control group completed the same quizzes on paper.\"},{\"question\":\"What were the main findings about grammar scores?\",\"answer\":\"Both groups improved from pre-test to post-test, but the treatment group achieved significantly higher scores than the control group on the achievement test.\"}]","The impact of gamified learning using Quizizz on ESL learners’ grammar achievement | PDF",1792090338]