Online Gamification Platforms for Practicing EFL Students’ Reading Skills: A Systematic Review
(1) Universitas Negeri Jakarta
(2) Universitas Negeri Jakarta
(3) Universitas Negeri Jakarta
(4) Universitas Negeri Jakarta
(*) Corresponding Author
Abstract
Currently, gamification is one of the highly discussed topics among English as a Foreign Language (EFL) practitioners. It is worth mentioning that the rising interest in Information and Communications Technology (ICT) increases the preference for learning towards online gamification. This study aims to provide a review regarding online gamification platforms for practicing EFL students’ reading skills. This research used library research method and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline developed by Page et al. to collect and reduce data, and finally present a transparent, complete, and accurate review. The data were 20 articles published worldwide between 2012 and 2022 and sourced from journal finders of ScienceDirect, Springer, Taylor & Francis, and Google Scholar. Furthermore, this study used NVIVO 14 and Microsoft Excel 2016 to analyze the selected data and Mendeley for reference management. The results showed that Kahoot!, Quizizz, Socrative, Bibliobattle, Classcraft, ClassDojo, Duolingo, Genially, Into the Book, M-reader, Memrise, Padlet, Quizlet, and ReadTheory.org are feasible to be used to practice EFL students’ reading skills, with Kahoot! and Quizizz as the most popular. In addition, the context of the studies involved as the research data such as the year published, educational level, national origins, and methodologies were also mentioned. Further, it is implied that EFL teachers can use online gamification platforms to leverage not only students’ motivation and engagement in practicing students’ reading skills but also their learning achievements through enjoyable and interactive learning while allowing students to acquire ICT skills.
Keywords
Full Text:
PDFReferences
Abarghoui, M. A., & Taki, S. (2018). Measuring the Effectiveness of Using “Memrise” on High School Students’ Perceptions of Learning EFL. Theory and Practice in Language Studies, 8(12), 1758. https://doi.org/10.17507/tpls.0812.25
Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Abdul Hussein, H. A., & Azizian, M. (2022). An Empirical Study on the Effects of Using Kahoot as a Game-Based Learning Tool on EFL Learners’ Vocabulary Recall and Retention. Education Research International, 2022, 1–10. https://doi.org/10.1155/2022/9739147
Al Damen, T. M. (2018). The Effectiveness of M-reader in Promoting Extensive Reading among Arab EFL Learners. Arab World English Journal, 1, 3–23. https://doi.org/10.24093/awej/MEC1.1
Alawadhi, A., & Abu-Ayyash, E. A. S. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26(4), 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
Al-Khamaiseh, H. S., & Al-Jamal, D. A. (2022). The Effect Of Using Kahoot On Jordanian EFL Ninth-Grade Students’ Reading Comprehension. Journal of Positive School Psychology, 6(6), 757–770. http://journalppw.com
Andresta, N. B., & Anwar, C. (2022). Quizizz as an assessment media at EFL teaching: Students� voices. EduLite: Journal of English Education, Literature and Culture, 7(2), 386. https://doi.org/10.30659/e.7.2.386-401
Artati, N. L. R. (2021). Effect of Kahoot As an Ice Breaker on EFL Students’ Motivation. The Art of Teaching English as a Foreign Language, 2(2), 89–97. https://doi.org/10.36663/tatefl.v2i2.121
Asmara, C. H., Muhammad, R. N., & Almubarokah, Q. (2022). Effect of Online Learning Using Quizizz Application to Improve English Reading Skills of Higher Education Students. JELLT (Journal of English Language and Language Teaching), 6(1), 17–29. https://doi.org/10.36597/jellt.v6i1.11964
Babaie, H. (2022). On Digital Game-Based Reading Strategy Training: Implications for L2 Reading Ability Development. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(3), 136–155. https://reading.ecb.org/student/index.html?login=
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. https://doi.org/10.4108/eai.27-4-2019.2285331
Castillo-Cuesta, L. (2022). Using Genially Games for Enhancing EFL Reading and Writing Skills in Online Education. International Journal of Learning, Teaching and Educational Research, 21(1), 340–354. https://doi.org/10.26803/ijlter.21.1.19
Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33. https://doi.org/10.17507/jltr.1101.05
Faya Cerqueiro, F., & Martín-Macho Harrison, A. (2019). Socrative in Higher Education: Game vs. Other Uses. Multimodal Technologies and Interaction, 3(3), 49. https://doi.org/10.3390/mti3030049
Freiermuth, M. R., & Ito, M. (2022). Battling With Books: The Gamification of an EFL Extensive Reading Class. Simulation & Gaming, 53(1), 22–55. https://doi.org/10.1177/10468781211061858
Hakimantieq, H., Suherdi, D., & Gunawan, W. (2022). Duolingo as A Mobile-Assisted Language Learning: A New Supplementary of Learning Basic English Reading for EFL Students. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(6), 7548–7558. https://doi.org/10.31004/edukatif.v4i6.4104
Haryanto, E. (2021). ICT in Indonesian Public Secondary Schools: EFL Teachers’ Attitude and Problems. Edukasi: Jurnal Pendidikan Dan Pengajaran, 6–17. https://doi.org/10.19109/ejpp.v8i1.8170
Hulse, R. (2018). The Use of Smartphones as an Educational Tool in the EFL Classroom. The Centre for the Study of English Language Teaching Journal, 6, 93–138.
Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89–104. https://doi.org/10.1016/j.compedu.2018.07.001
Ibna Seraj, P. M., & Rahmatullah, A. (2022). Systematic Literature review on the Use of Applications of Smartphones for Teaching English in EFL Contexts. Journal of English Education and Teaching, 6(3), 347–366. https://doi.org/10.33369/jeet.6.3.347-366
Khan, R. M. I., Shahbaz, M., Kumar, T., & Khan, I. (2020). Investigating Reading Challenges Faced by EFL Learners at Elementary Level. Register Journal, 13(2), 277–292. https://doi.org/10.18326/rgt.v13i2.277-292
Khasawneh, M. A. S. (2021). The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities. Al-Lisan, 6(2), 225–235. https://doi.org/10.30603/al.v7i2.2135
Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S. Y., & Shaikh, S. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. Systems, 11(1), 42. https://doi.org/10.3390/systems11010042
Korkmaz, S., & Öz, H. (2021). USING KAHOOT TO IMPROVE READING COMPREHENSION OF ENGLISH AS A FOREIGN LANGUAGE LEARNERS. International Online Journal of Education and Teaching (IOJET), 8(2), 1138–1150. https://orcid.org/0000-0002-3128-2245
Krishnan, S. D., Norman, H., & Md Yunus, M. (2021). Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft. Sustainability, 13(19), 10817. https://doi.org/10.3390/su131910817
Lam, J. Z., & Yunus, M. M. (2023). Student-Produced Video for Learning: A Systematic Review. Journal of Language Teaching and Research, 14(2), 386–395. https://doi.org/10.17507/jltr.1402.14
Maristy, H. S. (2023). Extramural English as a new reality in ELT: A PRISMA systematic review. LingTera, 10(1), 76–86. https://doi.org/10.21831/lt.v10i1.59882
Maryo, F. A. A., & Pujiastuti, E. (2022). Gamification in Efl Class using Quizizz as an Assessment Tool. Proceedings Series on Physical & Formal Sciences, 3, 75–80. https://doi.org/10.30595/pspfs.v3i.268
Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2093493
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021b). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Pardede, P. (2020). Integrating the 4Cs into EFL Integrated Skills Learning. JET (Journal of English Teaching), 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.190
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). EFFECT OF QUIZIZZ TOWARDS THE ELEVENTH-GRADE ENGLISH STUDENTS’ READING COMPREHENSION IN MOBILE LEARNING CONTEXT. Language and Education Journal Undiksha, 2(2). https://doi.org/10.23887/leju.v2i2.20323
Rachman, D., Soviyah, S., Fajaruddin, S., & Pratama, R. A. (2020). Reading engagement, achievement and learning experiences through kahoot. LingTera, 7(2), 168–174. https://doi.org/10.21831/lt.v7i2.38457
Ratnasari, E., Hikmawati, R., & Ghifari, R. N. (2019). QUIZIZZ APPLICATION AS GAMIFICATION PLATFORM TO BRIDGE STUDENTS IN TEACHING READING COMPREHENSION. Prosiding Seminar Nasional Pendidikan, 1333–1337. https://prosiding.unma.ac.id/index.php/semnasfkip/article/view/195
Sa’aleek, R. A., & Baniabdelrahman, A. A. (2020). The Effect of Gamification on Jordanian EFL Sixth Grade Students’ Reading Comprehension. International Journal of Education and Training (InjET), 6(1), 1–11. http://www.injet.upm.edu.my
Sabiri, K. A. (2019). ICT in EFL Teaching and Learning: A Systematic Literature Review. Contemporary Educational Technology, 11(2), 177–195. https://doi.org/10.30935/cet.665350
Sánchez-Tello, M. C., & Argudo-Garzón, A. L. (2022). Students’ reading comprehension using mall strategy through Padlet in High School students. IUSTITIA SOCIALIS, 7(1), 4. https://doi.org/10.35381/racji.v7i1.1699
Sewelem Alalwany, F. (2021). Enhancing Reading Skill via ReadTheory.org: Students’ Attitudes, Motivation, Autonomy and Perceptions. Arab World English Journal, 273, 1–81. https://doi.org/10.24093/awej/th.273
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Suharno, S., Suherdi, D., & Gunawan, W. (2023). The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course. International Journal of Instruction, 16(2), 1111–1134. https://doi.org/10.29333/iji.2023.16259a
UNESCO Institute for Statistics. (2009). Guide to measuring information and communication technologies (ICT) in education. UNESCO Institute for Statistics.
Yan mei, S., Yan Ju, S., & Adam, Z. (2018). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1), 194–198. https://doi.org/10.2478/ejser-2018-0022
Yavuz, F., Ozdemir, E., & Celik, O. (2020). The effect of online gamification on EFL learners’ writing anxiety levels: a process-based approach. World Journal on Educational Technology: Current Issues, 12(2), 62–70. https://doi.org/10.18844/wjet.v12i2.4600
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790
Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. https://doi.org/10.1007/s40692-020-00153-w
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
Article Metrics
Abstract view : 986 timesPDF - 282 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id
