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Leveraging Quizzes and Bamboozles to Engage EFL Students in Online Classes

IJoLE: International Journal of Language Education · Vol. 6 No. 2 (2022) · hlm. 169–182

DOI
10.26858/ijole.v6i2.24301
ISSN
2548-8465, 2548-8457
Terbit
2022-06-30
Penerbit
Universitas Negeri Makassar
Bahasa
eng
Lisensi
creativecommons.org/

Abstrak

In creating a comfortable English learning atmosphere, the impressions of students and lecturers are crucial. Leading the students to be happy in learning is one of the big challenges for the lecturer. The aim of this study is to find out how students and lecturers feel about online learning by using gamification, it investigated how the students engage in the classroom. The mixed approach was used in this study. The information gathered from the questionnaire about students' and lecturers' attitudes toward online learning materials. Using a Likert scale, they were graded. The responses of the students to online learning by applying gamification. The students were enthusiastic and engaged in learning Academic writing by using gamification. The findings of this study are expected to aid teachers and lecturers in gaining insights and prior knowledge when designing the ELT models for an online class. It is also intended to provide feedback on how to enhance the online learning process.

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15 penulis · 45 tautan kepenulisan bersama · 6 lintas organisasi

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  • State University of Makassar
  • Hasanuddin University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Harun AchmadHasanuddin University1
Sri RamadanyHasanuddin University1
Rasmidar SamadHasanuddin University1
Fuad Husain AkbarAfiliasi tidak diketahui1
Sumintarti SumintartiAfiliasi tidak diketahui1
Nurul Asyikin Binti YahyaAfiliasi tidak diketahui1
Mushawwir TaiyebState University of Makassar1
Irsyad DhahriAfiliasi tidak diketahui1
Nurmalayanti AmarState University of Makassar1
La Sunra La SunraAfiliasi tidak diketahui1
Abdul Kasim AchmadState University of Makassar1
Misnawaty UsmanState University of Makassar1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ojs.unm.ac.id/ijole/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Leveraging Quizzes and Bamboozles to Engage EFL Students in Online Classes</dc:title>
	<dc:creator>Saud, Syukur</dc:creator>
	<dc:creator>Aeni, Nur</dc:creator>
	<dc:creator>Azizah, Laelah</dc:creator>
	<dc:subject xml:lang="en-US">Language Education</dc:subject>
	<dc:subject xml:lang="en-US">Students’ engagement; online class; Quizziz;Bamboozle</dc:subject>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:description xml:lang="en-US">In creating a comfortable English learning atmosphere,  the impressions of students and lecturers are crucial. Leading the students to be happy in learning is one of the big challenges for the lecturer. The aim of this study is to find out how students and lecturers feel about online learning by using gamification, it investigated how the students engage in the classroom. The mixed approach was used in this study. The information gathered from the questionnaire about students' and lecturers' attitudes toward online learning materials. Using a Likert scale, they were graded. The responses of the students to online learning by applying gamification. The students were enthusiastic and engaged in learning Academic writing by using gamification. The findings of this study are expected to aid teachers and lecturers in gaining insights and prior knowledge when designing the ELT models for an online class. It is also intended to provide feedback on how to enhance the online learning process. </dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Makassar</dc:publisher>
	<dc:contributor xml:lang="en-US">Universitas Negeri Makassar</dc:contributor>
	<dc:date>2022-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://ojs.unm.ac.id/ijole/article/view/24301</dc:identifier>
	<dc:identifier>10.26858/ijole.v6i2.24301</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Language Education; Vol. 6, No. 2, 2022; 169-182</dc:source>
	<dc:source>2548-8465</dc:source>
	<dc:source>2548-8457</dc:source>
	<dc:source>10.26858/ijole.v6i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://ojs.unm.ac.id/ijole/article/view/24301/pdf</dc:relation>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 International Journal of Language Education</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/</dc:rights>
</oai_dc:dc>