The impact of JeopardyLabs, Kahoot, and Quizizz on Students' Attitudes toward Technology and their L2 Achievement

Abstract

Adopting an explanatory sequential mixed-methods research design, the study investigated the impact of JeopardyLabs, Kahoot, and Quizizz on students' attitudes toward technology and their L2 achievement. The participants included 212 students of 8th grade of junior secondary school from six cities in Iran, 172 of whom formed the experimental groups who adopted JeopardyLabs, Kahoot, and Quizizz for nine sessions, and the rest (i.e., N=42) formed the control group who attended their regular classes. Quantitative data were collected through the L2 achievement pretest and posttest, and the Pupils' Attitude Toward Technology questionnaire (PATT) (Raat & Vries, 1986) was used to investigate the students' attitudes toward technology use. Qualitative data were collected through a semi-structured interview. The data gathered from the PATT questionnaire and the L2 achievement posttests of the experimental and control groups were compared using Independent Samples t-tests. The experimental groups' L2 achievement (i.e., the gain or progress) was compared through the Wilcoxon Signed Ranks test. Interview results were analyzed by adopting the grounded-theory approach to qualitative content analysis. The results indicated that adopting JeopardyLabs, Kahoot, and Quizizz positively impacted students' attitudes toward technology and L2 achievement. These findings may convince teachers, students, and educational authorities to welcome adopting new technologies.