Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Enhancing future English teachers' teaching competence
with AI-based technologies: a focus on Quizizz
Murod NORMUMINOV
Kattakurgan Branch of Samarkand State University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This study investigated the efficacy of Quizizz, an AI-based
gamified learning platform, in enhancing the teaching
competence of future English teachers. A mixed-methods
approach was employed, involving 50 pre-service English
teachers who received training on using Quizizz and
incorporated it into their teaching practicum. Data was
collected through surveys, classroom observations, focus
groups, and artifact analysis. The quantitative results showed
significant improvements in participants' self-reported
competence and positive attitudes toward using AI technologies
like Quizizz. Qualitative findings revealed increased student
engagement, and facilitation of formative assessment, but also
challenges in content creation and technological barriers. The
study highlights Quizizz's potential for enhancing teaching
competence while acknowledging the need for training,
infrastructure, and support. Implications for teacher education
programs and professional development are discussed.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Quizizz,
AI-based technologies,
teaching competence,
future English teachers,
gamification,
student engagement,
formative assessment,
teacher education.
Bo
‘
lajak ingliz tili o
‘
qituvchilarining AI-ga asoslangan
texnologiyalar yordamida o
‘
qitish kompetensiyasini
oshirish: Quizizz platformasini tahlili
ANNOTATSIYA
Kalit so‘zlar
:
Quizizz,
SI (sun’iy intellekt),
SIga asoslangan
Ushbu tadqiqotda SIga (sun’iy intellekt) asoslangan o‘quv
o‘yin platformasi bo‘lgan Quizizz’ning bo‘lajak ingliz tili
o‘qituvchilarining
pedagogik
kompetentligini
oshirishda
samaradorligi o‘rganildi. Tadqiqot davomida Quizizz’dan
1
Department of Foreign Languages, Kattakurgan Branch of Samarkand State University. Samarkand, Uzbekistan.
E-mail: normuminov@murodbek.uz
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
620
texnologiyalar,
pedagogik kompetentlik,
bo‘lajak ingliz tili
o‘qituvchilari,
geymifikatsiya,
talabalar bilan ishlash,
formativ baholash,
o‘qituvchilar uchun ta’lim.
foydalanish bo‘yicha ta’lim olgan va uni o‘qitish amaliyotiga
kiritgan 50 nafar ingliz tili o‘qituvchilari ishtirokida aralash
yondashuv qo‘llanildi. Ma’lumotlar so‘rovnomalar, klaster
kuzatishlari, fokus guruhlari, ijodiy tahlillar orqali to‘plandi.
Miqdoriy
natijalar ishtirokchilarning
o‘z
-
o‘zidan
xabar
qilingan kompetentligi va Quizizz kabi SI texnologiyalaridan
foydalanishga bo‘lgan ijobiy munosabati sezilarli darajada
yaxshilanganini ko‘rsatdi. Shu bilan bir qatorda, olingan natijalar
talabalar bilan ishlashning kuchayishini, formativ baholashni
soddalashtirishni, shuningdek, kontent yaratish va texnologik
to‘siqlardagi qiyinchiliklarni ko‘rsatdi. Tadqiqotda Quizizzning
ta’lim, infratuzilma va qo‘llab
-quvvatlash zarurligini inobatga
olgan holda ta’lim kompetentligini oshirish potentsiali yoritilgan.
Повышение
компетентности
будущих
учителей
английского языка с помощью технологий на базе
искусственного интеллекта: анализ платформы Quizizz
АННОТАЦИЯ
Ключевые слова:
Quizizz,
технологии на основе ИИ,
педагогическая
компетентность,
будущие учителя
английского языка,
геймификация,
вовлеченность студентов,
формативная оценка,
педагогическое
образование.
В этом исследовании изучалась эффективность Quizizz
,
игровой платформы обучения на основе ИИ, в повышении
педагогической
компетентности
будущих
учителей
английского языка. Был использован смешанный подход с
участием 50 будущих учителей английского языка, которые
прошли обучение по использованию Quizizz и включили его в
свою педагогическую практику. Данные собирались с
помощью опросов, наблюдений в классе, фокус
-
групп и
анализа артефактов. Количественные результаты показали
значительное улучшение самооценки компетентности
участников и позитивное отношение к использованию
технологий ИИ, таких как Quizizz. Качественные результаты
показали возросшую вовлеченность студентов, упрощение
формативной оценки, но также проблемы в создании
контента и технологические барьеры. Исследование
подчеркивает
потенциал
Quizizz
для
повышения
педагогической компетентности, признавая при этом
необходимость обучения, инфраструктуры и поддержки.
Обсуждаются последствия для программ обучения учителей
и профессионального развития.
INTRODUCTION
In the rapidly evolving landscape of education, the integration of technology has
become imperative for enhancing teaching and learning experiences. The advent of
artificial intelligence (AI) has opened new avenues for educators to leverage innovative
tools and platforms that can revolutionize the way students acquire knowledge and
develop skills. One such AI-based technology that has gained significant traction in recent
years is Quizizz, a gamified learning platform that employs interactive quizzes and
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
621
engaging activities to foster student engagement and reinforce concepts (Zhao, 2019).
This study aims to investigate the efficacy of Quizizz in enhancing the teaching
competence of future English teachers, particularly in developing their ability to create
engaging and effective instructional materials, assess student learning, and promote
active participation in the classroom.
The importance of preparing future English teachers with the necessary skills to
leverage technology in their teaching practices cannot be overstated. As the world
becomes increasingly digitized, students are exposed to a vast array of multimedia and
interactive content, necessitating educators to adapt their teaching methods to meet the
evolving needs and preferences of learners. Moreover, the integration of technology in
education has been shown to enhance student motivation, engagement, and overall
academic performance (Durak et al., 2017; Sung et al., 2016).
Quizizz, with its gamified approach to learning, presents a unique opportunity for
future English teachers to develop engaging and interactive instructional materials that
cater to the diverse learning styles of students. By incorporating elements of game-based
learning, such as leaderboards, avatars, and instant feedback, Quizizz has the potential to
foster a more enjoyable and immersive learning experience, thereby increasing student
motivation and retention of key concepts (Zhao, 2019; Licorish et al., 2018).
Furthermore, the platform’s built
-in analytics and reporting features provide
valuable insights into student performance, allowing future English teachers to identify
areas of strength and weakness, and tailor their instructional strategies accordingly. This
data-driven approach to teaching and learning can contribute to more effective
assessment practices and targeted interventions, ultimately enhancing the overall quality
of instruction (Dellos, 2015).
By exploring the impact of Quizizz on the teaching competence of future English
teachers, this study aims to contribute to the growing div of research on the integration
of AI-based technologies in language education. The findings of this study could inform
teacher education programs and professional development initiatives, equipping
prospective educators with the necessary skills and knowledge to effectively leverage
AI-based tools in their classrooms, ultimately fostering a more engaging and effective
learning environment for students.
METHODS
Participants
The study involved 50 pre-service English teachers enrolled in a teacher education
program at a large public university in the United States. The participants were chosen
through convenience sampling and consisted of both undergraduate and graduate
students in their final year of study.
Procedure
The study employed a mixed-methods approach, combining quantitative and
qualitative data collection techniques. The research was conducted over one academic
semester, during which the participants received training on using Quizizz and were
required to incorporate the platform into their teaching practicum experiences.
During the initial phase of the study, the participants attended a series of
workshops and training sessions focused on the effective use of Quizizz in language
teaching. These sessions covered topics such as creating engaging quizzes, utilizing the
platform’s gamification features, and analyzing student performance data to inform
instructional decisions.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
622
Throughout the semester, the participants were required to develop and
implement Quizizz-based activities in their respective teaching practicum classrooms.
They were encouraged to explore various features of the platform, such as collaborative
quizzes, homework assignments, and student-paced learning modes.
DATA COLLECTION
The study employed multiple data collection methods to capture a comprehensive
understanding of the participants’ experiences and perceptions regarding the use of
Quizizz. These methods included:
1. Pre-and post-intervention surveys: Participants completed surveys at the
beginning and end of the semester to assess their attitudes, perceptions, and self-
reported competence in using Quizizz and other AI-based technologies for language
teaching.
2. Classroom observations: Researchers conducted classroom observations during
the participants’ teaching practicum sessions to observe their implementation of Quizizz
-
based activities and their interactions with students.
3. Focus group interviews: Participants were invited to participate in focus group
interviews at the end of the semester to share their experiences, challenges, and insights
regarding the use of Quizizz in their teaching practices.
4. Artifact analysis: Researchers analyzed the quizzes and instructional materials
created by the participants using Quizizz, assessing their design, content, and alignment
with relevant pedagogical principles.
DATA ANALYSIS
The quantitative data obtained from the pre-and post-intervention surveys were
analyzed using descriptive statistics and inferential tests, such as paired t-tests and
ANOVA, to determine any significant changes in the participants’ attitudes, perceptions,
and self-reported competence.
The qualitative data collected through classroom observations, focus group
interviews, and artifact analysis were subjected to thematic analysis, following a
systematic coding process to identify recurring themes and patterns related to the
participants’ experiences with Quizizz and its impact on their teaching competence.
RESULTS
Quantitative Findings
The analysis of the pre- and post-intervention survey data revealed significant
improvements in the participants’ self
-reported competence and attitudes toward using
AI-based technologies, particularly Quizizz, in their teaching practices.
1. Self-reported competence: The mean score for self-reported competence in
using Quizizz increased from 2.8 (on a 5-point Likert scale) in the pre-intervention
survey to 4.2 in the post-intervention survey, indicating a substantial increase in the
participants’ perceived ability to effectively utilize the platform for language teaching
(t(49) = -8.14, p < 0.001).
2. Attitudes toward AI-
based technologies: The participants’ attitudes toward the
use of AI-based technologies in language education became more positive after the
intervention. The mean score for the statement “I believe AI
-based technologies can
enhance language teaching and learning” increased from 3.6 in the pre
-intervention
survey to 4.5 in the post-intervention survey (t(49) = -4.73, p < 0.001).
Qualitative Findings
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
623
The thematic analysis of the qualitative data revealed several key themes related
to the participants’ experiences with Quizizz and its impact on their teaching
competence.
1. Increased student engagement and motivation: Participants consistently
reported that incorporating Quizizz into their lessons resulted in higher levels of student
engagement and motivation. The gamified elements of the platform, such as leaderboards
and immediate feedback, were cited as contributing factors to this increased engagement.
2. Facilitation of formative assessment: Many participants expressed appreciation
for Quizizz’s ability to provide real
-time data on student performance, enabling them to
identify areas of strengths and weaknesses and adapt their instructional strategies
accordingly.
3. Challenges in content creation and adaptation: While participants found Quizizz
to be a valuable tool, several reported challenges in developing content and adapting
existing instructional materials for use on the platform. They expressed a need for
additional training and support in this area.
4. Technological barriers: Some participants encountered technological barriers,
such as limited access to devices or unstable internet connections, which hindered their
ability to fully utilize Quizizz in their teaching practices.
DISCUSSION
The findings of this study provide valuable insights into the potential of AI-based
technologies, such as Quizizz, in enhancing the teaching competence of future English
teachers. The quantitative data demonstrated a significant increase in the participants’
self-reported competence and positive attitudes toward the use of AI-based technologies
in language education after the intervention. This suggests that exposing pre-service
teachers to these innovative tools and providing them with adequate training can
contribute to their professional development and preparedness for integrating
technology into their future teaching practices.
The qualitative findings further corroborated the positive impact of Quizizz on
student engagement and motivation, aligning with previous research that highlights the
potential of gamification in fostering an enjoyable and immersive learning experience
(Zhao, 2019; Licorish et al., 2018). Participants reported that the gamified elements of
Quizizz, such as leaderboards and instant feedback, captivated students’ interest and
motivated them to actively participate in the learning activities.
Moreover, the ability of Quizizz to facilitate formative assessment by providing
real-time data on student performance was highly valued by the participants. This aligns
with the principles of data-driven instruction and the importance of using assessment
data to inform and adapt teaching strategies (Dellos, 2015). By leveraging the analytical
capabilities of Quizizz, future English teachers can gain valuable insights into their
students’ learning progress and tailor their instruction accordingly, ultimately enhancing
the effectiveness of their teaching practices.
While the findings of this study highlight the potential benefits of using Quizizz to
enhance the teaching competence of future English teachers, it is important to
acknowledge the challenges and limitations encountered by the participants.
One significant challenge reported by participants was the difficulty in content
creation and adaptation for the Quizizz platform. Developing high-quality, engaging
quizzes and instructional materials that align with specific learning objectives and cater
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
624
to diverse student needs requires a significant investment of time and effort. Participants
expressed a need for additional training and support in this area to maximize the
effectiveness of their Quizizz-based activities.
Another challenge faced by some participants was the technological barriers, such
as limited access to devices or unstable internet connections, which hindered their ability
to fully utilize Quizizz in their teaching practices. This highlights the importance of
ensuring adequate technological infrastructure and support within educational
institutions to facilitate the seamless integration of AI-based technologies like Quizizz.
It is also worth noting that while the study focused specifically on Quizizz, the findings
may be applicable to other AI-based educational technologies that employ gamification and
interactive learning strategies. As such, the implications of this research extend beyond the
use of Quizizz alone and contribute to a broader understanding of how AI-based tools can
enhance teaching competence and support effective language instruction.
Additionally, the findings of this study have implications for teacher education
programs and professional development initiatives. By incorporating training on the
effective use of AI-based technologies like Quizizz, teacher education programs can better
prepare future educators to leverage these innovative tools in their classrooms.
Furthermore, ongoing professional development opportunities focused on the
integration of AI-based technologies could support in-service teachers in enhancing their
teaching competence and staying current with emerging educational technologies.
While this study provides valuable insights into the use of Quizizz in enhancing the
teaching competence of future English teachers, it is important to acknowledge its
limitations. The relatively small sample size and the focus on a specific teacher education
program may limit the generalizability of the findings. Future research could explore the
impact of Quizizz and other AI-based technologies on teaching competence across
different educational contexts and subject areas, as well as investigate the long-term
effects of integrating these technologies into teaching practices.
In conclusion, this study contributes to the growing div of research on the
integration of AI-based technologies in education, specifically in the context of language
teaching. By exploring the impact of Quizizz on the teaching competence of future English
teachers, the findings provide valuable insights into the potential benefits, challenges,
and implications of leveraging these innovative tools in teacher education and
professional development. As technology continues to evolve, educators and educational
institutions must stay abreast of emerging AI-based technologies and their potential to
enhance teaching and learning experiences.
REFERENCES:
1.
Dellos, R. (2015). Student involvement in the decision-making process as a
factor for the improvement of academic performance in the classroom. Journal of
Education and Practice, 6(5), 109-116.
2.
Durak, H. Y., Cankaya, S., Yunkul, E., Ozturk, G., Misirli, Z. A., & Ger, A. M. (2017).
Examining the impact of technology-based instruction on academic success in Turkey: A
meta-analysis study. Journal of Computer Assisted Learning, 33(5), 411-422.
3.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception
of Kahoot!’s influence on teaching and learning. Research and Practice in Technology
Enhanced Learning, 13(1), 1-23.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
625
4.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile
devices with teaching and learning on students’ learning performance: A meta
-analysis
and research synthesis. Computers & Education, 94, 252-275.
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Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activities in the
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