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The teachers’ perception: The use of Wayground in EFL learning

ELT Forum: Journal of English Language Teaching · Vol. 14 No. 3 (2025) · pp. 31–40

DOI
10.15294/elt.v14iSpecial
ISSN
2721-4532, 2252-6706
Published
2025-08-17
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This chapter examines the role of Wayground (formerly Quizizz) in improving English as Foreign Language (EFL) skills through a case study perspective examining teachers’ perceptions. The aim is to discuss teachers’ positive and negative perceptions regarding the advantages, challenges, and practical steps for optimization in an EFL context. The focus of the discussion is derived from qualitative insights gained from previous research paired with empirical research highlighting key issues such as lack of student engagement, rote data-based assessment without learning, and test anxiety. Teachers largely have a positive view of Wayground due to its interactive features and real-time feedback mechanisms that actively engage and motivate learners. However, challenges related to quiz design, technological infrastructure, and the need for ongoing professional development are also important to further explore. This chapter outlines teachers’ perceptions of Wayground, its challenges, and specific educator-centered strategies aimed at increasing participatory engagement while addressing data-related instructional and technological barriers all framed in maximizing the benefits offered by Wayground. Ultimately, this chapter contributes to the understanding of how powerful technological tools like Wayground can revolutionize EFL pedagogy towards a more engaging, effective, and inclusive educational paradigm.

Keywords

Collaboration network of the authors

17 authors · 23 co-authorship links

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Co-authorOrganisationJoint articles
Jimmi JimmiAffiliation unknown1
Ari Iswanto WibowoAffiliation unknown1
Prapti Wigati PurwaningrumAffiliation unknown1
Baruna PriasmoroAffiliation unknown1
Danar SuryawijayaAffiliation unknown1
Putri AprilianiAffiliation unknown1
Rudi HartonoAffiliation unknown1
Dwi Putri SetyaniAffiliation unknown1
Intan Permata HapsariAffiliation unknown1
Novita SetiawatiAffiliation unknown1
SRI WAHYUNIAffiliation unknown1
Rizka D. A. A.Affiliation unknown1
Dewi KartikaAffiliation unknown1
Prahda Alifa FegasantiAffiliation unknown1
Pandu Perdana PutraAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The teachers’ perception: The use of Wayground in EFL learning</dc:title>
	<dc:creator xml:lang="en">Alfian Khabibi</dc:creator>
	<dc:creator xml:lang="en">Priyatmojo, Arif Suryo</dc:creator>
	<dc:subject xml:lang="en">EFL, Gamification, Teachers’ Perceptions, Technology Integration, Quizizz</dc:subject>
	<dc:description xml:lang="en">This chapter examines the role of Wayground (formerly Quizizz) in improving English as Foreign Language (EFL) skills through a case study perspective examining teachers’ perceptions. The aim is to discuss teachers’ positive and negative perceptions regarding the advantages, challenges, and practical steps for optimization in an EFL context. The focus of the discussion is derived from qualitative insights gained from previous research paired with empirical research highlighting key issues such as lack of student engagement, rote data-based assessment without learning, and test anxiety. Teachers largely have a positive view of Wayground due to its interactive features and real-time feedback mechanisms that actively engage and motivate learners. However, challenges related to quiz design, technological infrastructure, and the need for ongoing professional development are also important to further explore. This chapter outlines teachers’ perceptions of Wayground, its challenges, and specific educator-centered strategies aimed at increasing participatory engagement while addressing data-related instructional and technological barriers all framed in maximizing the benefits offered by Wayground. Ultimately, this chapter contributes to the understanding of how powerful technological tools like Wayground can revolutionize EFL pedagogy towards a more engaging, effective, and inclusive educational paradigm.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/29199</dc:identifier>
	<dc:identifier>10.15294/elt.v14iSpecial Issue.29199</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August); 31-40</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:source>10.15294/elt.v14iSpecial Issue</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/29199/5767</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Alfian Khabibi, Arif Suryo Priyatmojo (Author)</dc:rights>
</oai_dc:dc>