Alfian Khabibi, Arif Suryo Priyatmojo

The teachers’ perception: The use of Wayground in EFL learning

Introduction

The teachers’ perception: the use of wayground in efl learning. Explore teachers' perceptions of Wayground (formerly Quizizz) in EFL learning. Discover its benefits, challenges, and strategies for optimizing interactive features & feedback in English language education.

Abstract

This chapter examines the role of Wayground (formerly Quizizz) in improving English as Foreign Language (EFL) skills through a case study perspective examining teachers’ perceptions. The aim is to discuss teachers’ positive and negative perceptions regarding the advantages, challenges, and practical steps for optimization in an EFL context. The focus of the discussion is derived from qualitative insights gained from previous research paired with empirical research highlighting key issues such as lack of student engagement, rote data-based assessment without learning, and test anxiety. Teachers largely have a positive view of Wayground due to its interactive features and real-time feedback mechanisms that actively engage and motivate learners. However, challenges related to quiz design, technological infrastructure, and the need for ongoing professional development are also important to further explore. This chapter outlines teachers’ perceptions of Wayground, its challenges, and specific educator-centered strategies aimed at increasing participatory engagement while addressing data-related instructional and technological barriers all framed in maximizing the benefits offered by Wayground. Ultimately, this chapter contributes to the understanding of how powerful technological tools like Wayground can revolutionize EFL pedagogy towards a more engaging, effective, and inclusive educational paradigm.

Review

This chapter presents a focused examination of teachers’ perceptions regarding the integration of Wayground (formerly Quizizz) within English as a Foreign Language (EFL) learning contexts. Adopting a case study approach, the authors aim to comprehensively discuss both the advantages and challenges associated with this digital tool, alongside outlining practical steps for its optimization. The abstract clearly articulates the study's ambition to contribute to a deeper understanding of how powerful technological platforms like Wayground can revolutionize EFL pedagogy, ultimately striving for a more engaging, effective, and inclusive educational paradigm. The emphasis on teacher perspectives offers a vital lens into the practical implementation and real-world implications of educational technology. A significant strength of the proposed work lies in its balanced consideration of teacher perceptions, acknowledging both positive aspects and inherent difficulties. The abstract effectively conveys that teachers largely view Wayground favorably due to its interactive features and real-time feedback, which are identified as key drivers for student engagement and motivation. Simultaneously, the authors critically acknowledge crucial challenges, including issues related to quiz design, technological infrastructure, and the ongoing necessity for professional development. This comprehensive scope, moving beyond mere advocacy to address practical barriers, positions the chapter to offer valuable and actionable insights for educators, technology developers, and policymakers in the field of language education. While the abstract promises a robust exploration, some aspects could benefit from further clarification within the full chapter. Specifically, a more explicit distinction between the "qualitative insights gained from previous research" and the "empirical research" conducted for this chapter would enhance methodological transparency. Furthermore, details regarding the scope and context of the "case study perspective"—such as the number of teachers involved, their specific teaching environments, or the duration of observation—would provide readers with a clearer understanding of the study's parameters and potential generalizability. Elaboration on the "specific educator-centered strategies" and "optimization" steps will be crucial for the chapter's practical contribution, ensuring that the theoretical insights translate into concrete, applicable guidance for improving EFL instruction with Wayground.

Full Text

Comments

You need to be logged in to post a comment.