Gamified Reading with Quizizz: Performance Gains and Vietnamese EFL Learner Attitudes

Abstract

The study investigates the extent to which Quizizz improves pre-intermediate learners’ reading performance in a private center in Vietnam, and their attitudes towards it. The study employed a quantitative approach: A pair of pre-test and post-test was utilized to measure the effectiveness of Quizizz in improving pre-intermediate learners’ reading performance. Their attitudes were examined through a 15-item Likert questionnaire based on the ACB model (affective, cognitive, and behavioral components) across the pre-, while-, and post-reading stages. The participants were 100 pre-intermediate learners from a language center in Vietnam, chosen through convenience sampling. Because normality was violated, the Wilcoxon signed-rank test was applied to compare scores. The results revealed a significant improvement in reading performance, with post-test scores higher than pre-test scores (Z=−7.437, p<.001) and a large effect size (r=.80). Additionally, the questionnaire findings showed positive attitudes in the while- and post-reading stages. In contrast, the learners’ attitudes in the pre-reading stage were mixed: they enjoyed quizzes with entertaining elements while reporting neutral responses to flashcards and future intentions of use. In conclusion, Quizizz significantly enhanced reading performance and encouraged positive learner attitudes, particularly in the while- and post-reading stages. These findings highlight the potential of gamified tools to support comprehension, motivation, and learner engagement in English reading instruction.