The teaching and learning of English as a second language have always been emphasized by the Ministry of Education (MOE). In the Malaysia Education Blueprint (2013–2025), among the many goals is to produce learners who can comprehend the language for various purposes, including for information and enjoyment. Over the years, the teaching and learning of English have changed from conventional chalk-and-talk methods to modern methods that involve various platforms such as Quizizz, which is free and easy to use. This systematic literature review focuses on teachers’ perception on the use of Quizizz in the teaching and learning of English. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 45 articles related to the use of Quizizz in the English language classroom were identified from the ERIC and Google Scholar databases. Based on the articles from the year 2017 to 2021, the results show that the mixed-method research design was most used to gather teachers’ perspectives on the use of Quizizz in the teaching and learning of English. Overall, the results of this study show that Quizizz is accepted positively among teachers due to its effectiveness, feasibility, ease of use, and motivating nature for learners. As a suggestion for future research, more focus can be put on investigating the effectiveness of Quizizz from the perspective of parents and issues related to the implementation of gamified learning, such as Internet connection and device availability.

Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

Factors Influencing Students’ Behavior and Attitude towards Online Education during COVID-19

https://doi.org/10.1016/j.ijme.2022.100630

Factors affecting business school students’ performance during the COVID-19 pandemic: A moderated and mediated model

With the change in the learning system from conventional to online in the current pandemic, it is a challenge for teachers, especially early childhood educators, to find interactive learning methods. Therefore, in this paper, we will focus on the Learning Management System (LMS) strategy used by educators to continue to provide quality interactive learning to early childhood education level students. Because until now, the problem faced by Early Child Education (ECE) teachers is that there is no research on dual-function learning applications, both for communication and giving learning assignments. The research will be conducted using the slovin method and surveys of 70 teacher respondents who have experience using learning applications and 30 of them are experts in assessing the visualization of a system. interviews were conducted with a time span of one month from February - March 2021. Aim of the research is to provide learning application solutions that have dual functions and are interactive for early childhood targets. An Interactive learning application for the main target of early childhood, where from the learning media studied ranging from Class Dojo, Whatsapp, Google meet, Youtube, Worksheets, and email, Class dojo which received high votes from 70 respondents by getting 72% results became findings study. This dojo class application can be a recommendation for educators' learning media because it has complete features and can be improved communication between educators and guardians of students through the additional contact feature of the student guardian group of the dojo application.

/pdf/class-dojolms-in-the-interactive-learning-of-paud-educators-1o9flhfu.pdf

Class DojoLMS in the Interactive Learning of PAUD Educators in the Disruption Era 4.0

This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students' perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students' perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students' view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation. 

https://link.springer.com/content/pdf/10.1007/s12144-022-02996-1.pdf

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.

Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic

In the era of 21st century, technology has replaced the old-style teaching tools like textbooks and blackboard. The digital classroom is now promoted as a new trend in current educational policies. This paper takes a systematic approach to access the students' perceptions on the use of technology in learning English and factors influencing “e-learning\". This paper was analysed and synthesised thoroughly with 21 articles chosen from the year 2016 until 2020 from the databases Eric and Google Scholar. Most of the studies used quantitative and mixed method in exploring the students' perception on the use of technology in learning English and factors influencing “elearning\". In general, most of the users established the same perception as the technology does help the learning of English language.

https://hrmars.com/papers_submitted/9138/a-systematic-review-of-using-technology-in-learning-english-language.pdf

Wee Shin Ang

Papers

Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic

A Systematic Review of Using Technology in Learning English Language