27. Didactics - Learning and Teaching
Paper
Exploring Through Dialogue: Structured Reciprocal Peer Tutoring (‘SYKL’) in Danish L1
Kenneth Reinecke Hansen
University College Copenhagen (KP), Denmark
Presenting Author: Hansen, Kenneth Reinecke
Introduction
In school, one of the most widely applied teaching methods is the conversation in pairs in the form of peer learning or peer tutoring (Thurston et al., 2020). However, often these conversations lack sufficient structure and scaffolding, and frequently the teaching method, e.g. Cooperative Learning, is detached from the subject area (Rasmussen & Schmidt, 2022). This can result in unqualified and superficial pair work (Gillies, 2013).
At University College Copenhagen (UCC) we investigate how to qualify peer tutoring through an intervention project called SYKL, an abbreviation for Systematized Reciprocal Peer Tutoring. SYKL has already been developed for and implemented in science and mathematics and is currently being carried out in Danish L1 in all 4th grade classes (students aged 10-11 years) at the 7 schools in Hillerød Municipality in Denmark. This presentation is about the ongoing SYKL project, and it seeks to investigate the students’ dialogic pair work and possible benefits and challenges of SYKL in Danish L1.
Background
Research into peer tutoring in L1 has mainly focused on literacy in general and reading in particular. Several such studies have documented that peer tutoring has a positive effect on both basic reading skills, reading comprehension and self-regulated reading activities (e.g. Spörer & Brunstein, 2009; Tsuei et al., 2020). However, our knowledge is more restricted when it comes to how peer tutoring can be applied, and with what effects, when working with more complex L1 skills such as deep understanding and critical thinking.
Research suggests a close connection – and possibly even causality – between social and academic benefits of peer tutoring (Rasmussen & Schmidt, 2022; Thurston et al., 2020). Accordingly, in SYKL, students are paired based on social as well as academic criteria. Thus, the intent is inclusion through the subjects, which in SYKL is referred to as socio-academic inclusion (Schmidt, 2015).
Research into socio-academic inclusion is sparse. In a review of structured reciprocal peer tutoring from a combined social and academic perspective between 2011 and 2021, Tiftikci (2021) finds only two such studies with direct relevance for Danish L1, both encouraging: Tymms et al., (2011) document positive effects regarding reading for both cross-age and same-age interventions (ES = 0.2 for both). Willis et al. (2012) find in a qualitative cross-age study notable benefits, both for the literacy skills of the tutees (mentees) and the communication, problem-solving and leadership skills of the tutors (mentors).
SYKL in Danish L1
In the SYKL intervention, we view Danish L1 widely as both a language, literacy, text and Bildung subject, and we build upon contemporary research on student communication and reflection (Holmberg, et al. 2019). In this context, we seek to scaffold investigative and explicitly reflective conversation for the students, also known as exploratory talk, which is “hesitant and incomplete because it enables the speaker to try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns” (Barnes, 2008, p. 5). The objective is that such exploratory and dialogic oracy eventually becomes part of the students’ socio-academic norms (Rasmussen & Schmidt, 2022), in order to strengthen the students’ social relationships as well as their deep L1 understandings and strategies.
Research Question
The research question for this presentation is thus:
RQ: What characterise the students’ (speech) acts during SYKL interactions – and what do they reveal about the establishment of socio-academic norms in Danish L1?
The terminology (speech) acts illustrates that the focus of the presentation is the students’ talk and dialogue as well as body language and gesture.
Methodology, Methods, Research Instruments or Sources UsedIntervention design
The teachers who participate in the SYKL intervention have received training in peer tutoring techniques, including how to support and scaffold exploratory dialogue in Danish L1. The intervention lasted 16 weeks in the autumn of 2022, each week with one SYKL lesson (45 minutes) structured in the following way:
1. The teacher’s introduction to the topic of the task (5 minutes).
2. Pair work with the first part of the SYKL-task, where one student acts as tutor, the other as tutee (15 minutes).
3. Pair work with the second part of the SYKL-task, where the student roles are reversed (15 minutes).
4. Whole class discussion, both on the academic content and the students’ collaboration (10 minutes).
The pair work is structured around 6 generic scaffolding prompt cards with headings such as “Remember to encourage your partner!” and “Think aloud!” Moreover, the tutor is provided with a task sheet, specific to the Danish L1 context, containing a brief text (excerpt), e.g. a poem, the task itself, e.g.: “Investigate how the language creates atmosphere in the poem,” and some didactic hints in the form of scaffolding questions, prompts or suggestions, e.g.: “Is there anything you wonder about in the poem?”
Data collection
Based on the socio-demographics of the schools, 4 classes at 4 schools were selected, and the following video-recorded and transcribed data were collected:
- During intervention: observations of 12 randomly selected SYKL lessons across the semester: 3 lessons in each of the 4 classes.
- Post intervention: 4 semi-structured focus group interviews with SYKL pairs: 1 randomly selected pair in each of the 4 classes.
Data analysis
Both observations and focus group interviews are to contribute to elucidate the (speech) acts that are the RQ focal point. The observations show the pair work, while the interviews contain the students’ reflections on the pair work.
All data are handled qualitatively. The students’ (speech) acts are coded thematically based on an inductive principle, “reading the transcriptions line by line using an open coding approach, noting emergent and recurring perceptions and observations that were repeated” (Willis et al., 2012, p. 178). The (speech) acts are analysed for dominant patterns in relation to their academic and social nature (cf. Rasmussen & Schmidt, 2022). Selected dialogues are excerpted for close, mainly linguistic, analysis, drawing on pragmatic speech act and politeness theory (Dalton-Puffer, 2005) and the conversation analysis concepts of turn management and repair (Koole, 2013).
Conclusions, Expected Outcomes or FindingsThe data have not yet been fully analysed. However, as mentioned, SYKL has already been implemented in science and mathematics.
From this research, a mainly quantitative study (Falkenberg & Petersen, 2022) shows that the students are on task approximately 90% of the time and that the work is characterized by a negative environment in only 1% of the time. Even the occasional digressions off topic are found to be, socially and academically, conducive most of the time.
A mixed study of how conversational actions foster the socio-mathematical norms during SYKL (Rasmussen & Schmidt, 2022) documents the intertwinement of ‘social’ and ‘mathematical’ actions as they develop over time: “Encouragements are exchanged for a general positive disposition to each other and attempts to create meaning in the tasks are exchanged for a more daring propensity to propose solutions, even if [the students] risk making mistakes along the way.” (p. 7).
Based on these findings and our preliminary analyses, we expect SYKL in Danish L1 to strengthen the students’ development of socio-academic norms through equal and exploratory collaboration. However, the preliminary analyses point to a challenge concerning the tutor’s contribution to the pair work. Because when the tutor is in possession of pre-produced hints and is also obliged to encourage the partner, how can the tutor facilitate a more critical investigation?
Finally, obvious differences between SYKL in relation to science, mathematics and Danish L1 should be noted. Regardless of subject, the task itself and the associated hints are decisive for the pair work. SYKL research finds benefits for working with concrete artifacts in science and mathematics (Falkenberg & Petersen, 2022). Danish L1, on the other hand, evolves around texts and more phenomenological-hermeneutic (speech) acts at the core of the socio-professional norms. In addition to the main results, such comparative findings will be discussed.
ReferencesBarnes, D. (2008). Exploratory Talk for Learning. In: N. Mercer & S. Hodgkinson (Eds.) Exploring Talk in School (pp. 1-15). SAGE.
Dalton-Puffer, C. (2005). Negotiating interpersonal meanings in naturalistic classroom discourse: Directives in content-and-language-integrated classrooms. Journal of Pragmatics, 37(8), 1275-1293.
Falkenberg, L. L., & Petersen, S. K. (2022). Elevers faglige og sociale talehandlinger i SYKL. In M. C. S. Schmidt & S. Thygesen (Eds.) “Når jeg hjælper andre, kan jeg bedre forstå det selv” (pp. 25-38). UCC.
Gillies, R. M. (2013). Productive academic talk during inquiry-based science. Pedagogies: An International Journal, 8(2), 126-142.
Holmberg, P., Krogh, E., Nordenstam, A., Penne, S., Skarstein, D., Karlskov Skyggebjerg, A., Tainio, L., & Heilä-Ylikallio, R. (2019). On the emergence of the L1 research field. A comparative study of PhD abstracts in the Nordic countries 2000-2017. L1-Educational Studies in Language and Literature, 19, 1-27.
Koole, T. (2013). Conversation analysis and education. In Carol A. Chapelle (Ed.) The encyclopedia of applied linguistics, 977-982. Blackwell Publishing.
Rasmussen, K., & Schmidt, M. C. S. (2022). Together in adidactic situations – Student dialogue during reciprocal peer tutoring in mathematics. International Journal of Educational Research Open, 3, 1-8.
Schmidt, M. C. S. (2015). Sociofaglig inklusion og elevfællesskaber. Til didaktiseringen af kammerathjælp i matematikundervisning på folkeskolens begyndertrin. Nordisk Matematikkdidaktikk, 20(2), 27-52.
Spörer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289-297.
Thurston, A., Roseth, C., Chiang, T.-H., Burns, V., & Topping, K. J. (2020). The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school. International Journal of Educational Research Open.
Tiftikci, N. (2021). SYstematiseret KLassekammerathjælp (SYKL). En brief systematisk forskningskortlægning over studier, der undersøger socialt og fagligt udbytte af SYKL. UCC.
Tsuei, M., Cheng, S. F., & Huang, H. W. (2020). The effects of a peer-tutoring strategy on children’s e-book reading comprehension. South African Journal of Education, 40(2), 1-12.
Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K., & Miller, D. (2011). Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial. School effectiveness and school improvement, 22(3), 265-289
Willis, P., Bland, R., Manka, L., & Craft, C. (2012). The ABC of peer mentoring – what secondary students have to say about cross-age peer mentoring in a regional Australian school. Educational Research and Evaluation, 18(2), 173-185.
27. Didactics - Learning and Teaching
Paper
Developing Older Adults’ Autonomous Learning Through One-To-One Language Counselling
Emese Schiller, Helga Dorner, Zoltán, András Szabó
Eötvös Loránd University, Hungary
Presenting Author: Schiller, Emese
Baddeley and his associates (2010) outlined that the learning behavior of older adults is different from that of younger generations. The World Health Organization (2015) and the United Nations Department of Economic and Social Affairs (2017) claim that there is a continuing growth of elderly population in demography, which basically concerns citizens who are 60 years old or above. As found, for instance, altered cognitive abilities may impact their learning progress and their memory, attention, or perception (Grein, 2013). Further, their potentially negative learning experiences triggered by frontal teaching methods and a rather autocratic approach to classroom management may have also influenced their attitudes toward learning (Grein, 2018). These factors are likely to affect their ability to learn in an effective and independent way. Hence, promoting older adults’ learning by enhancing their learner autonomy should play a key role in continuing education, since the evolvement of their autonomous learning behavior can also contribute to the acquisition of skills and attitudes that play an important role in active social participation and experienced independence (Bélanger, 2016; Ciechanowska, 2015). In so doing, foreign language learning (FL) has emerged as an important developmental opportunity among senior citizens in the international context as well as in Hungary (Kaczor, 2011; Berndt, 2003).
One-to-one counselling for autonomous learning is a useful method to develop learner autonomy in adulthood (Karlsson et al., 2007; Mozzon-McPherson & Vismans, 2001). It is described as a solution-centered approach that acknowledges learners’ capacity for self-direction and focuses on promoting their self-development (Mynards & Carson, 2012). One-to-one counselling for autonomous learning specifically emphasizes the evolvement of effective teacherless learning by determining individual learning needs or purposes and enforcing possible courses of action for learning enhancement (Karlsson et al., 2007).
This exploratory study, therefore, focuses on developing English as a Foreign Language (EFL) learning autonomy of older learners through language learning counselling. The aim was to investigate the different supporting strategies applied by adult educators and to study participating older learners’ learning paths throughout the counselling program. Panel surveys were applied to explore the possible long-term effectivity of counselling on participants’ autonomous learning behavior. Hence, the research questions are (1) how EFL teachers can contribute to the development of older adults’ learner autonomy with the help of applying one-to-one counselling of autonomous learning, (2) how do older learners conceive of their learning experiences during the counselling program, and (3) how do older learners reflect on their independent learning experience over time, three and six months after the counselling program.
Methodology, Methods, Research Instruments or Sources UsedWe collected and analyzed data by using a hybrid form of Grounded Theory Approach (GTA) (Corbin & Strauss, 2008) that consisted of a dual code system subsuming theory-based, deductive codes and subordinated inductive elements. The software ATLAS.ti was used for the investigation, and our analysis concerned open and axial coding (Swain, 2018). The axial coding was designed to find out more about the level of interconnectedness of the coded elements by considering their quotation-based co-occurrences. Their degree of significance was based on the centrality measurement by using yEd graph-editor software. We also investigated the re-occurrence of the given inductive elements by calculating the ratio of the number of quotations of the coded construct. In order to assess the consistency of the analysis, we applied intracoder reliability by re-coding the whole set of emerging data by one of the authors two weeks after the first cycle of coding, which resulted in an f value of 0.93 (Dafinoiu & Lungu, 2003; Holsti, 1969). The results are based on the second coding phase.
The counselling program involved volunteering older EFL learners (N = 25) and their educators (N = 5) based in Hungary. The data collection was concluded in 2021. The selection was conducted by applying cluster sampling (Cohen et al., 2002). Counselling began with a needs analysis that was designed to investigate participants’ independent learning-related perceptions, that is, they first filled in a paper-based questionnaire concerning their attitudes to learner autonomy and then counselors and their counselees met three times over the ten-week-long counselling program (Authors, 2021). Participants and their counselors used reflective diaries (Hardeland, 2013; Mozzon-McPherson, 2000) to document the materials and strategies used, and their reflective accounts on the effectiveness of the counselling sessions. Participating learners filled out an open-ended questionnaire three and six months after the end of the program. The open-ended questionnaires incorporated two main parts that concerned older adults’ perception about the effectivity of language counselling on their learning behavior and on study areas other than language learning.
Conclusions, Expected Outcomes or FindingsAs coding revealed, the most central codes were related to metacognitive awareness (degree of interconnectedness: 0.83; ratio: 28% of all the documents within the inherent deductive unit), and cognitive stimulation (interconnectedness: 0.58; ratio: 21%), which implies that older learners’ desire to develop knowledge and effective learning management play a crucial role when developing independent learning through one-to-one counselling. The analysis of educators’ reflective diaries showed that their perceptions of learners’ increased self-awareness (interconnectedness: 1; ratio: 14%) were the most central inductive elements with a larger number of interconnections and reoccurrence. This suggests that a conscious and systematic approach to enhancing older learners’ awareness of strategies to develop independent learning is necessary, which must constitute educators’ repertoire of counselling skills.
The post hoc studies also imply that the most central inductive element which attained both high ratio and interconnectedness among coded constructs concerned learners’ perceived cognitive stimulation (interconnectedness: 1; ratio: 20%). That is, the continuous experiencing of cognitive enhancement played an important role in participants’ autonomous learning-related development in the third and sixth months past the program. Additionally, the use of online practice materials appeared as significantly useful (interconnectedness: 0.89; ratio: 18%), which highlights the importance of non-book learning materials contributing to participants’ independent learning practice even after the counselling program.
ReferencesSelected list of references
1.Baddeley, A. D., Eysenck, M. W., & Anderson, M. C. (2010). Memory. Psychology Press.
2.Bélanger, P. (2016). Self-construction and social transformation: Lifelong, lifewide and life-deep learning. UNESCO Institute for Lifelong Learning.
3.Berndt, A. (2003). Sprachenlernen im Alter. Eine empirische Studie zur Fremdsprachenpedagogik [Learning foreign languages at an old age. Empirical study concerning foreign language learning]. IUDICIUM Verlag.
4.Ciechanowska, D. (2015). The importance of autonomous self-development of adult learners. In the theory of transformative learning by J. Mezirow. Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika, 10, 101–110. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-2c8ddd77-ca8f-42e1-b97d-d5a1df913f3c
5.Corbin, J. & Strauss, A. (2008): Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Sage Publications Inc.
6.Dafinoiu, I. & Lungu, O. (2003).Research Methods in the Social Sciences / Metode de cercetare în ştiinţele sociale. Frankfurt am Main: Peter Lang, Europäischer Verlag der Wissenschaften.
7.Grein, M. (2013). Fremdspachenlernen im Alter [Learning at an old-age]. In E. Feigl-Bogenreiter (Ed.), Mehrspraching statt Einsilbig: Sprachen lernen bis ins hohe Alter (pp. 5-13). Verband Österreichischer Volkshochschulen.
8.Hardeland, H. (2013). Lerncoaching und Lernberatung. Lernende in ihrem Lernprozess wirksam begleiten und unterstützten. Ein Buch zur (Weiter-)Entwicklung der theoretischen und praktischen (Lern-)Coachingkompetenz [Learn coaching and one-to-one learning support. Assisting and supporting leaners in their leaning process in an effective way. A book for the (further)-development of theoretical and practical coaching skills]. Schneider Verlag Hohengehren.
9.Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Addison-Wesley.
10.Kaczor, A. (2011). Az ötven év felettiek nyelvtanulási motivációi és lehetőségei Magyarországon [The second language learning motivation and language learning opportunities of people over the age of 50 in Hungary]. Gerontedukáció, 2011(11), 44-66. http://foh.unideb.hu/sites/default/files/upload_documents/5.19.pdf
11.Karlsson, L., Kjisik, F., & Nordlund, J. (2007). Language counselling: a critical and integral component in promoting an autonomous community of learning. System, 35(1), 46-65. https://www.sciencedirect.com/science/article/pii/S0346251X06001187
12.Mozzon-McPherson, M. (2000). An analysis of the skills and functions of language learning advisers. Links and Letters, 7(1), 111-126. https://core.ac.uk/download/pdf/38997688.pdf
13.Mozzon-McPherson, M., & Vismans, R. (Eds.). (2001). Beyond language teaching towards language advising. Centre for Information on Language Teaching and Research.
14.Mynard, J., & Carson, L. (2012). Intorduction. In J. Mynard & L. Carson (Eds.) Advising in language learning: Dialogue, tools and context (pp. 3-25). Routledge:Pearson Education.
27. Didactics - Learning and Teaching
Paper
Effects of quiz games on learning motivation of adult learners of Online DaF Courses: An Intervention Study
Amine Merve Ercan, Ping Xie
Friedrich Schiller University Jena, Germany
Presenting Author: Ercan, Amine Merve;
Xie, Ping
Various studies state that quiz games like Kahoot or Quizz foster motivation in foreign language learning and are perceived as effective tools by both instructors and students (e.g. Degirmenci, 2021; Halim et al., 2020). Online quiz learning games promote specifically intrinsic motivation and get students involved in educational activities more (Iaremenko, 2017).
However those studies mostly focus on English as a foreign language (e.g. Degirmenci, 2021), handle a specific type of quiz game instead of comparing them (e.g. Dellos, 2015 ), or conducted through quantitative method (e.g. Halim et al., 2020). Therefore, this study will be a qualitative study focusing on German as a foreign language, handling three different quiz games in the same instruction. To variate the sort of games, in addition to the existing games, an online quiz game was also developed by the course instructor considering the language level of students. With this purpose, the following research questions will be examined;
- How do adult learners of Online DaF (German as Foreign Language) Courses perceive the effects of Gamification on their learning motivation under the conditions of distance education?
- How does Gamification affect the learning motivation of adult learners of Online DaF (German as Foreign Language) Courses under the conditions of distance education?
Studies about learning motivation, divide motivation into two categories as intrinsic and extrinsic motivation (Reiss, 2012). They state that intrinsic motivation does not require any prods or contingencies. Therefore, it causes autonomous or self-determined behaviors (Deci & Ryan, 2013). On the other hand, extrinsic motivation need external factors. It is the practice of activity for purposes other than its intrinsic merits and it comes in a variety of forms, each with varying levels of autonomy or self-determination. External regulation, introjected regulation, identified regulation, and integrated regulation range from low to high autonomy (Ryan & Deci, 2000).
Deci and Ryan (1993) draw a theoretical framework that relates intrinsic learning motivation with competence, autonomy, and social involvement. Studies about language learning through quiz games also demonstrate a direct relationship between competition and increased motivation (Dellos, 2015; Halim et al., 2020). Therefore, this study is based on the self-determination theory of Deci and Ryan (1993) which is a conceptual framework that contains smaller theories as an umbrella framework (Olson & Jiang, 2004). It supports the idea that all human beings bring autonomous tendencies. However, those tendencies are the sources of motivation and should be supported by the environment for the autonomous continuation of extrinsic motivation. Because of that reason, teachers should support the autonomy of students. To do that three ways were suggested; providing a rationale, acknowledging, and providing choices instead of controlling (Deci & Ryan, 2013).
Methodology, Methods, Research Instruments or Sources UsedThis is a qualitative phenomenology study through which an intervention was conducted and data were through content analysis and interviews collected. During the research period, students play various quiz games. All sessions including lecturing and game-paly had been recorded throughout the semester. At the end of the semester, interviews were deployed to examine the perceptions of volunteer participants (f:4, m:2), and video records of all sessions will be analyzed to compare gameplay and lecturing sessions. Consent forms were signed to record sessions and interviews. Participants still have the right to withdraw from the study.
Convenience sampling was used by collecting data from the researcher's students for time efficiency and participants' confidence concerns.
Instruments
An observation protocol based on the self-determination theory of Deci and Ryan (1993) was developed. The protocol was reviewed and updated by an adult education expert. The final observation form is composed of 11 parts including time, phases, learning line, learning activity, social form, material and media, teacher activity, didactic-methodological commentary, competence commentary, social integration commentary, and autonomy commentary. Both gameplay sessions and lecturing sessions of video records were watched and the observation protocol was filled by two observers to provide an agreement to increase the reliability of the observation.
The first draft of the semi-structured interview protocol was generated in light of the theoretical framework of Deci and Ryan (1993). An education expert reviewed the protocol to strengthen the content validity of the instrument. After the revision, the final interview protocol included 5 parts such as demographic questions and questions related to competence, autonomy, social integration, and feedback about gameplay. One-to-one interviews that took between 15-26 minutes were recorded with the allowance of participants. The whole interview collection process was handled by the researcher who was also the lecturer of the participants so that participants feel more comfortable. Recorded data were transcribed through an automatic transcription tool and the correctness of the transcribed data was controlled by researchers.
Data Analysis
The observation protocols will be analyzed by two observers following the content analysis method (Fraenkel, Wallen & Hyun, 2015). Both latent and manifest content in the video records will be analyzed.
20% of transcribed interviews will be analyzed by two different coders and the code books of the coders will be compared. After agreeing with more than 80% of analyzed data, one coder will continue to analyze the rest of the data.
Conclusions, Expected Outcomes or FindingsUntil now, 20% of interviews were analyzed by one coder, and a codebook was generated. Initial results of the interview indicated that students perceive that game-play as a way of determining their language level. Quiz games affected their perception of their language level. One student states that she felt frustrated when she lose the games. On the other hand, she also states that it helps her to understand the topic better. She became more aware of her mistakes and the game helped her to focus more on the vocabulary she could not know. At that point, the effect of the game on autonomy can be interpreted. On the other hand, one participant states that she never compared herself with others. Hence, it can be expected from the initial results that although the quiz games affect self-competence, they did not affect the competence among learners. Further results will be analyzed after the coding comparison between coders will be completed. However, in any case, it is expected that results will guide foreign language teachers in activity selection. Teachers can add or remove quiz games into their learning activities or revise their existing quiz games.
The main limitation of the study is the sampling technique. Since a convenience sampling method was used, results are not generalizable; therefore, future studies can reconduct the study under different conditions.
ReferencesDeci, E. L., & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39(2), 223-238.
Deci, E. L., & Ryan, R. M. (2013). The importance of autonomy for development and well-being. Self-regulation and autonomy: Social and developmental dimensions of human conduct, 19-46.
Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional technology and distance learning, 12(4), 49-52.
Degirmenci, R. (2021). The Use of Quizizz in Language Learning and Teaching from the Teachers' and Students’ Perspectives: A Literature Review. Language Education and Technology, 1(1), 1-11.
Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils' Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229-234.
Iaremenko, N. V. (2017). Enhancing English language learners’ motivation through online games. Інформаційні технології і засоби навчання, (59, вип. 3), 126-133.
Olson, I. R., & Jiang, Y. (2004). Visual short-term memory is not improved by training. Memory & Cognition, 32, 1326-1332.
Reiss, S. (2012). Intrinsic and extrinsic motivation. Teaching of psychology, 39(2), 152-156.
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