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Social Sciences and Humanities Issue (English)
Date Published:
05/04/2026
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Le, T. T. L., & Le, H. P. T. (2026). Enhancing English vocabulary through quizizz for primary school pupils in the Mekong Delta. Dong Thap University Journal of Science, 15(3), 17-33. https://doi.org/10.52714/dthu.15.3.2026.1782
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Enhancing English vocabulary through quizizz for primary school pupils in the Mekong Delta
Main Article Content
Abstract
This quasi-experimental study examines the effectiveness of Quizizz in supporting primary school pupils’ English vocabulary learning in the Mekong Delta. A total of 64 fifth-graders participated in a 14-week intervention using Quizizz to practice and consolidate target vocabulary. Data were collected through pre- and post-tests, survey questionnaires, and a teacher interview. Quantitative analysis revealed statistically significant gains in students’ vocabulary performance, while qualitative findings indicated higher levels of motivation, engagement, and positive attitudes toward the platform. The interviewed teacher also reported improved vocabulary retention and greater student enthusiasm during lessons. The study affirms the pedagogical potential of Quizizz for enhancing vocabulary acquisition in young learners and provides empirical evidence for its integration into English language teaching in under-resourced contexts.
Keywords
Mekong Delta, primary school students, Quizizz, vocabulary learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Garden, P. D. (2022). Vocabulary instruction in the early grades. TALAE: Texas Association for Literacy Education Yearbook, 9, 75–82. https://files.eric.ed.gov/fulltext/EJ1367392.pdf
Handoko, W., Mizkat, E., Nasution, A., & Eska, J. (2021). Gamification in learning using Quizizz application as assessment tools. In Journal of Physics: Conference Series (Vol. 1783, pp. 012111). IOP Publishing. https://doi.org/10.1088/1742-6596/1783/1/012111
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Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon. https://www.sdkrashen.com/content/books/principles_and_practice.pdf
Le, T. N. H. (2024). The effectiveness of using Quizizz in teaching English as a foreign language at a tertiary level. Journal of Knowledge Learning and Science Technology, 3(1), 222–230. https://doi.org/10.60087/jklst.vol3.n1.p222
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Nguyen, H. H. (2024). Investigating Vietnamese tertiary EFL teachers’ levels of information and communication technology integration through the lens of the SAMR model. VNU Journal of Foreign Studies, 40(1), 57–75. https://doi.org/10.63023/2525-2445/jfs.ulis.5225
Nguyen, T. T., Le, S. T., & Nguyen, P. N. T. (2025). Effects of using Quizizz on vocabulary acquisition of Vietnamese EFL young learners. Theory and Practice in Language Studies, 15(7), 2150–2162. https://doi.org/10.17507/tpls.1507.07
Pham, D. T. A. (2019). An investigation into students’ evaluation of and attitudes towards synchronous computer-mediated communication on language skills development in Vietnamese institutional context. VNU Journal of Foreign Studies, 35(3), 41–56. https://doi.org/10.25073/2525-2445/vnufs.4367
Pham, T. A. (2022). University students’ attitudes towards the application of Quizizz in learning English as a foreign language. International Journal of Emerging Technologies in Learning (iJET), 17(19), 278-290
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Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Pitoyo, M. D., Sumardi, & Asib, A. (2020). Gamification-based assessment: the washback effect of Quizizz on students' learning in higher education. International Journal of Language Education, 4(1), 1-10. https://doi.org/10.26858/ijole.v4i2.8188
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–525. https://doi.org/10.1111/j.1467-8624.2011.01710.x
Sangwan, P. (2023). Create interactive quiz on “Quizizz.” International Journal of Novel Research and Development, 8(6), 1372–1376. https://www.ijnrd.org/papers/IJNRD2306430.pdf
Thach, P. N. (2018). Learner-content interaction in an online English learning course at a Vietnamese university. VNU Journal of Foreign Studies, 34(5), 1–11. https://doi.org/10.25073/2525-2445/vnufs.4307
Trinh, Q. L., Nguyen, M. T., & Le, T. T. (2022). Using storytelling: From EFL teachers’ perceptions to young learners’ reading performance. Reflections, 29(2), 301–324. https://doi.org/10.61508/refl.v29i2.259402
Vu, N. N., Nhi, K. T., Ha, T. N., & Tien, B. D. (2024). Assessing the effectiveness of Quizizz mobile app in improving grammar competence among EFL students. Rupkatha Journal, 16(2), 2. https://doi.org/10.21659/rupkatha.v16n2.01g
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, L.-C. C., Lam, E. T., & Jiang, S. (2024). A preliminary investigation of the effectiveness of Quizizz on vocabulary acquisition between individual and group practices in Chinese as a foreign language high school classes in the USA. International Journal of Chinese Language Teaching, 5(3).
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249. https://doi.org/10.1080/09523980600641445
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
Anak, Y. C. C., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108. https://doi.org/10.20448/journal.509.2021.81.103.108
Budianto, S., Sayidah, N., Sucipto, & Mustofa, A. (2022). Young learners’ preferences on using games and songs for learning English in EFL context. Education Quarterly Reviews, 5(4), 90–95. https://doi.org/10.31014/aior.1993.05.04.574
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Degirmenci, R. (2021). The use of Quizizz in language learning and teaching from the teachers' and students’ perspectives: A literature review. Language Education and Technology, 1(1), 1-11.
Garden, P. D. (2022). Vocabulary instruction in the early grades. TALAE: Texas Association for Literacy Education Yearbook, 9, 75–82. https://files.eric.ed.gov/fulltext/EJ1367392.pdf
Handoko, W., Mizkat, E., Nasution, A., & Eska, J. (2021). Gamification in learning using Quizizz application as assessment tools. In Journal of Physics: Conference Series (Vol. 1783, pp. 012111). IOP Publishing. https://doi.org/10.1088/1742-6596/1783/1/012111
Husnah, L. A., Heriyawati, D. F., & Elfiyanto, S. (2023). Quizizz paper mode is new: Students’ perception of using e-tool of language assessment in EFL class. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(2), 121–137. https://doi.org/10.22219/celtic.v10i2.28528
Ibad, W., Sabat, Y., Musyarofah, L., & Sulistyaningsih, L. (2023). Comparing Kahoot, Quizizz, and Wordwall in EFL reading class. Eduvest: Journal of Universal Studies, 3(11), 1984–1995. https://doi.org/10.59188/eduvest.v3i11.954
Intriago-Cobeña, M. C., Carreño-Arias, R. D., Ponce-Vera, D. M., & Arcentales-Vera, M. E. (2024). Gamification in the acquisition of vocabulary in the English language in upper secondary education students of a rural school. International Journal of Linguistics, Literature and Culture, 10(5), 89–99. https://doi.org/10.21744/ijllc.v10n5.2459
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon. https://www.sdkrashen.com/content/books/principles_and_practice.pdf
Le, T. N. H. (2024). The effectiveness of using Quizizz in teaching English as a foreign language at a tertiary level. Journal of Knowledge Learning and Science Technology, 3(1), 222–230. https://doi.org/10.60087/jklst.vol3.n1.p222
Ministry of Education and Training of Vietnam. (2018). General Education English Language Curriculum (Issued with the Circular No. 32/2018/TT-BGDDT dated 26 December 2018).
Nation, I. S. P. (2001). Learning vocabulary in another language (Vol. 10). Cambridge University Press Cambridge. https://doi.org/10.1017/9781009093873
Ngoc, H. L. T. (2024). The effectiveness of using Quizizz in teaching English as a foreign language at a tertiary level. Journal of Knowledge Learning and Science Technology, 3(1), 207-222. https://doi.org/10.60087/jklst.vol3.n1.p222
Nguyen, H. H. (2024). Investigating Vietnamese tertiary EFL teachers’ levels of information and communication technology integration through the lens of the SAMR model. VNU Journal of Foreign Studies, 40(1), 57–75. https://doi.org/10.63023/2525-2445/jfs.ulis.5225
Nguyen, T. T., Le, S. T., & Nguyen, P. N. T. (2025). Effects of using Quizizz on vocabulary acquisition of Vietnamese EFL young learners. Theory and Practice in Language Studies, 15(7), 2150–2162. https://doi.org/10.17507/tpls.1507.07
Pham, D. T. A. (2019). An investigation into students’ evaluation of and attitudes towards synchronous computer-mediated communication on language skills development in Vietnamese institutional context. VNU Journal of Foreign Studies, 35(3), 41–56. https://doi.org/10.25073/2525-2445/vnufs.4367
Pham, T. A. (2022). University students’ attitudes towards the application of Quizizz in learning English as a foreign language. International Journal of Emerging Technologies in Learning (iJET), 17(19), 278-290
Piaget, J. (1973). To understand is to invent: The future of education. Grossman.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Pitoyo, M. D., Sumardi, & Asib, A. (2020). Gamification-based assessment: the washback effect of Quizizz on students' learning in higher education. International Journal of Language Education, 4(1), 1-10. https://doi.org/10.26858/ijole.v4i2.8188
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–525. https://doi.org/10.1111/j.1467-8624.2011.01710.x
Sangwan, P. (2023). Create interactive quiz on “Quizizz.” International Journal of Novel Research and Development, 8(6), 1372–1376. https://www.ijnrd.org/papers/IJNRD2306430.pdf
Thach, P. N. (2018). Learner-content interaction in an online English learning course at a Vietnamese university. VNU Journal of Foreign Studies, 34(5), 1–11. https://doi.org/10.25073/2525-2445/vnufs.4307
Trinh, Q. L., Nguyen, M. T., & Le, T. T. (2022). Using storytelling: From EFL teachers’ perceptions to young learners’ reading performance. Reflections, 29(2), 301–324. https://doi.org/10.61508/refl.v29i2.259402
Vu, N. N., Nhi, K. T., Ha, T. N., & Tien, B. D. (2024). Assessing the effectiveness of Quizizz mobile app in improving grammar competence among EFL students. Rupkatha Journal, 16(2), 2. https://doi.org/10.21659/rupkatha.v16n2.01g
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, L.-C. C., Lam, E. T., & Jiang, S. (2024). A preliminary investigation of the effectiveness of Quizizz on vocabulary acquisition between individual and group practices in Chinese as a foreign language high school classes in the USA. International Journal of Chinese Language Teaching, 5(3).
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249. https://doi.org/10.1080/09523980600641445
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
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