From Digital Engagement to Meaningful Speaking: A Reflective Case Study of Wayground in EFL Descriptive Text Learning
Abstract
This study examined how Wayground, formerly Quizizz, was integrated into descriptive text learning to support speaking, how students experienced its use, and what challenges emerged. A qualitative case study with a reflective teacher-researcher component was conducted with 36 Grade X students at a public senior high school in Jakarta, Indonesia. Data from classroom observations, semi-structured interviews, the teacher-researcher's reflective journal, and supporting documents, including students' written reflections, were analyzed using reflexive thematic analysis. Four findings emerged: Wayground supported speaking participation through audio responses, collaborative discussion, open-ended tasks, and a tourism video project; its interactive and game-like features enhanced engagement; audio recording created a lower-pressure space for rehearsal and re-recording, supporting confidence and willingness to communicate; and vocabulary, pronunciation, internet connectivity, and unequal participation remained challenges. Teacher reflection helped shift activities from mainly written and objective tasks toward more speaking-oriented instruction while strengthening scaffolding and participation management. Overall, Wayground was most valuable when combined with purposeful communicative tasks, collaboration, and continuous reflective teaching.
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References
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