International Journal on E-Learning Practices (IJELP)

Exploring Students’ Perceptions on the Usefulness and Ease of Use of Quizizz in Enhancing English Reading Skills

2025-09-20T00:08:31+08:00

This study examines students’ perceptions of the usefulness and ease of use of Quizizz in enhancing English reading skills among Form 1 learners in a secondary school in Kota Kinabalu. Building on the Technology Acceptance Model (TAM), this study examines how usability affects perceived usefulness in a gamified learning environment. Using a mixed-methods design, data were collected from 45 students through a survey analysed using descriptive statistics in SPSS, and from eight students through a focus group discussion subjected to thematic analysis. Survey results indicate that students largely view Quizizz as both useful and easy to use (M = 4.60), receiving the highest rating. Qualitative findings further highlight the interactive and game-like features of Quizizz that increase engagement. However, issues of accessibility, such as limited internet or device availability, pose challenges for some learners. Despite these limitations, the study reinforces the potential of gamified platforms like Quizizz to support reading development by linking usability with learning benefits. Implications for instructional practice and curriculum design are discussed, with recommendations for broader implementation and further research involving more diverse student groups.

Mobile-Assisted Language Learning (MALL) for Grammar and Vocabulary Acquisition: Students’ Perspectives on ChatGPT

2025-09-19T22:33:56+08:00

This research explores the perspectives of students regarding the use of ChatGPT as Mobile-Assisted Language Learning (MALL) to develop grammar and vocabulary. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), this study targeted 42 Form 4 students (age 16) of SMK Kolombong, Sabah. The objective was to find out their opinions on the usefulness, ease of use, social impact, and facilitation conditions of using ChatGPT, as well as their challenges. The data were obtained through a questionnaire adopted from Venkatesh et al. (2003), Chao (2019) and Almaiah et al. (2019). Findings revealed that students have high positive perceptions for all four constructs: Performance Expectancy (4.12), Effort Expectancy (4.22), Social Influence (4.55) and Facilitating Conditions (4.27). Based on qualitative findings, students praised ChatGPT for providing fast answers and fixing grammar, while also helping them learn new words and build better sentences. They found it an easy-to-use tool that made learning English more fun and supported independent practice. These findings indicate that students are open to the potential of using ChatGPT to learn English, but it requires structural support in the form of a stable internet connection and instructor supervision to best utilize the resources. The research adds to the existing research on AI-aided language learning in Malaysian secondary schools and provides some insight into the effective incorporation of ChatGPT in the low-to-intermediate proficiency level ESL classrooms.

The Effects of Podcasts on ESL Secondary School Students’ Listening Skills, Motivation, and Engagement

2025-10-22T11:54:26+08:00

This study aims to investigate the effects of podcasts on ESL secondary school students’ listening skills, motivation, and engagement. There are two objectives of this study which are to determine the change in ESL students’ listening skills from before and after using podcasts and to assess ESL secondary school students’ motivation and engagement in listening activities after using podcasts by 31 secondary school students of SMK Inanam, Inanam, Sabah. In this single-group pre-post experimental design, the data were collected through a pre- and post-intervention survey adapted from Pratiwi et al. (2024). Results revealed a significant improvement in listening skills, with the mean score increasing from 3.28 to 3.64. Their views on Podcasts also improved by 0.32 from 3.59 to 4.02 in mean values. Students also reported a high perceived level of motivation and engagement with the mean of 3.98, reflecting positive attitudes towards podcast use. This study implies that integrating podcasts can significantly enrich ESL instruction, creating a more dynamic and student-centered environment that fosters improved language acquisition.

Student Performance Classification in E-Learning: Insights from Predictive Learning Analytics and Machine Learning

2025-09-14T23:04:37+08:00

Predictive learning analytics has emerged as a critical research area in educational technology, integrating machine learning, data mining, and statistical modelling to forecast student outcomes and inform timely interventions. Building on the traditions of educational data mining and learning analytics, predictive learning analytics leverage large-scale learner datasets generated from learning management systems and massive open online courses. This paper conducts a short review of predictive learning analytics studies published between 2021 and 2025, following PRISMA 2020 guidelines. From an initial set of 35 records retrieved through Google Scholar, 10 studies were selected based on defined inclusion criteria. A taxonomy of predictive learning analytics research is developed across four dimensions namely study objectives, techniques, learning environments, and evaluation metrics. This paper reveals four dominant objectives which are early identification of at-risk students, performance prediction, personalised learning support, and institutional decision support. Methodologies span traditional machine learning workflows, deep learning architectures, hybrid models, and system-level frameworks. Notable applications include early warning systems, personalised intervention platforms, and institutional dashboards. However, several challenges persist, including fragmented datasets, limited generalisability, lack of interpretability in deep learning models, privacy and ethical concerns, and inconsistent evaluation practices. This paper highlights PLA’s potential to enhance student retention, personalised instruction, and institutional planning when applied responsibly. This paper concludes with recommendations for educators, emphasising the adoption of explainable models, integration of diverse learner data, and development of course-agnostic approaches to improve scalability and trust in predictive systems.

The Impact of Canva on Students’ Motivation in Developing Writing Skills

2025-09-15T20:15:31+08:00

This study aims to investigate the impact of utilising Canva on Form 3 students’ motivation in developing writing skills. It examines how multimodal elements in teacher-created Canva materials such as visuals, texts, audio and video affect students’ motivation and writing development compared to traditional ESL teaching approaches. A quasi-experimental one group pretest post-test design with a mixed method approach was employed involving 30 Form 3 students from SM Stella Maris, Kota Kinabalu, Sabah. Data were collected through questionnaires, students’ reflections, pre and post-tests, and document analysis on writing samples assessed using the CEFR Writing Assessment Scale. Findings revealed, students significantly gained motivation after employing Canva, showing development towards their writing skills. Survey results showed most students agreed Canva boosted their motivation; leading to improved writing skills, Reflections supported this by highlighting students’ engagement and enjoyment. Post-test scores demonstrated significant improvements based on CEFR’s criteria, thus supporting the use of Canva in English language learning, specifically writing. Overall, the study concludes that the implementation of Canva in ESL teaching and learning enhances students’ learning experience, fostering better learning outcomes. Consequently, valuable implications from this study can inform future educators, researchers, curriculum developers in adopting multimodal digital tools to foster motivation and writing skills, promoting proactive classrooms in the 21st-century.

The Impact of Digital Storytelling on Student Speaking Proficiency At SM Stella Maris, Tanjung Aru

2025-10-31T10:21:06+08:00

This study investigates the impact of digital storytelling (DST) on secondary school students’ speaking proficiency in an ESL classroom. The research was driven by the need for engaging, technology-enhanced approaches that support Malaysian learners who frequently struggle with low confidence, limited vocabulary, and speaking anxiety. Using a qualitative case study design, the study involved 25 Form 4 students and collected data through semi-structured interviews and student reflective journals. The data were analysed using Braun and Clarke’s thematic analysis framework. The findings reveal that digital storytelling contributed positively to students’ speaking development. Students reported improvements in confidence, fluency, vocabulary use, and pronunciation awareness. They also felt more motivated and less anxious when speaking, particularly when creating and presenting personally meaningful stories. The project fostered autonomous learning, as students took ownership of their scripts, recordings, and multimedia outputs. Despite these benefits, the study also identified challenges such as scriptwriting difficulty, technical issues, and time constraints. Overall, the study concludes that digital storytelling is an effective pedagogical tool for enhancing speaking proficiency in ESL learners. Its integration in classrooms promotes language development, learner engagement, motivation, and reflective practice. The findings offer valuable implications for English language teaching in Malaysia and suggest that DST can serve as a practical and meaningful addition to current instructional practices in secondary schools.

Exploring the Use of Gamification to Enhance ESL Students’ Class Participation

2025-09-15T13:33:06+08:00

This research analysed the use of gamification to enhance ESL students’ class participation among 26 students studying at a rural school in Sabah, Malaysia. The purposes of this study were to investigate whether gamification enhances students’ participation during English lessons and to investigate ESL students’ views on the use of gamification during English lessons. Using a qualitative approach, the participants were observed and interviewed. The key findings of this study revealed that gamification can enhance student participation and decrease language anxiety, which effectively increased the motivation of the participants. Findings also showed that the participants found enjoyment in English lessons and became more cooperative through gamification. Additionally, their motivation was influenced by their surroundings. The study is congruent with previous studies of similar contexts, and it is generally recommended for educators to experiment with the use of gamification in their practice. Future research should expand their sample diversity as secondary school students remain understudied.

The Effects of the Use of YouTube Videos in Pre-Writing Activity on Students’ Writing Ability

2025-10-25T10:47:39+08:00

This research aimed to investigate the effects of using YouTube videos in a pre-writing activity on students’ writing ability. It also explored the experiences, perceived benefits, and the role of YouTube videos as a powerful tool in the efforts to enhance students’ writing ability. This study involved 31 Form Four students from Sekolah Menengah Kebangsaan (SMK) Taman Ria Tuaran. To provide a comprehensive understanding of the effectiveness and experiences associated with the implementation of YouTube videos into pre-writing activity, this research adopted a quantitative approach, including a Quasi-experimental design, specifically a Pre-Test and Post-Test, and survey questionnaires to explore both students' writing performances, experiences, behaviors, and interactions on the use of YouTube in pre-writing activity. The data were analyzed by hypothesis testing as well as descriptive statistics. Therefore, findings revealed a statistically significant improvement in writing scores, with the mean increasing from 13.19 in the pre-test to 17.32 in the post-test. A paired-samples t-test confirmed this improvement was highly significant (t(30) = 11.86, p < .001) and based on these results, the null hypothesis was rejected, indicating that the use of YouTube videos in pre-writing activities led to significant gains in students’ writing ability, including richer content, better organization, improved communicative achievement, as well as enhanced language use. Implications suggested that the findings of this study can help students stay motivated, generate ideas, and write with more confidence. Teachers can use it to make pre-writing activities more engaging and effective, while policymakers can consider adding multimedia-based strategies to the curriculum to improve ESL writing outcomes.

The Effects of Using TikTok Videos on Speaking Skills Among Form 2 Students in SMK Inanam, Kota Kinabalu, Sabah

2025-12-04T22:26:21+08:00

This study explores the effectiveness of TikTok videos as a device for enhancing speaking skills among Form 2 students at SMK Inanam, Kota Kinabalu, Sabah. As technology continues to shape education, digital tools such as Tik Tok offer a dynamic platform for language learning. The aim of this research is to assess how TikTok impacts students’ fluency, pronunciation, vocabulary and confidence in English language. Using a quantitative research design, a survey was administered to 60 students, equally divided into TikTok users and non-users for learning English. The findings indicate that while TikTok was perceived as beneficial for improving speaking skills, no significant statistical difference was found between the two groups. The study highlights challenges such as technical difficulties, distractions and the need for curated educational content. These results suggest that TikTok has potential as a tool for language learning but require further refinement and support to maximize its educational value. Future research should explore strategies for overcoming the identified barriers to enhance TikTok’s role in language education.

Using Gamification to Enhance ESL Learners' Motivation in the Secondary School Context

2025-09-16T00:38:52+08:00

This action research centers around gamification, a relatively recent and promising approach that involves incorporating game concepts into non-game situations to increase motivation. The main purpose of this study is to investigate the impact of using gamification to enhance ESL learners’ motivation in the secondary school context. The research design employed is quantitative; whereby the research questions were answered using pre and post-test questionnaires to assess changes in motivation, along with survey questionnaires to explore students’ demographics and perceptions related to accomplishment, challenge, competition, guided experience, immersion, playfulness, and social interaction. The key motivational factors investigated include intrinsic motivation, self-determination, self-efficacy, grade motivation, and career motivation. The data collection tools of this study are the Likert-scale structured questionnaires and pre- and post-test questionnaires, which measure motivational variables and how well gamified learning motivated them to learn. There were 55 ESL learners, namely 28 students from Form 1 students and 27 students from Form 2 in a Malaysian secondary school. The purposive sampling technique was utilized to choose the participants, whereby the sample were students who had engaged in ESL learning and had undergone the gamified lessons within a set period. The findings are intended to provide details about effective educational practices and drive future efforts for incorporating gamification into ESL instruction.

Leveraging Pop Media and Communicative Language Teaching to Overcome Language Anxiety and Enhance Speaking Performance Among Malaysian Secondary ESL Learners

2025-09-15T16:04:38+08:00

This study focuses on using contemporary pop media and Communicative Language Teaching (CLT) as a strategy to improve both the levels of language anxiety and speaking performance among ESL learners in a suburban Malaysian secondary school setting. In this context, contemporary pop media refers to short-form video content from platforms like TikTok and YouTube, current pop songs by artists such as Taylor Swift, and widely circulated internet memes. It essentially sought to establish the impact of integrating up-to-date pop media within a CLT framework on these learners’ emotional affect and oral communication skills. A quantitative approach was employed with a sample size of 90 pupils in Form 2 at a secondary school in Sabah. This study involved the use of instruments such as the ELCAS (English Language Classroom Anxiety Scale — an adaptation of the established FLCAS, also known as the Foreign Language Classroom Anxiety Scale), and a tested oral fluency rubric. Through the analysis of both descriptive and inferential statistics, including paired-sample and independent sample t-tests, it has been found that this teaching strategy does significantly reduce language anxiety and enhance speaking performance among ESL learners. These findings support the potential of integrating culturally relevant media with communicative pedagogy to create more engaging and emotionally supportive language learning environments. Ultimately, the core of this study aims to challenge the conventional assumptions about the role of pop media in language learning and its potential in the language classroom when paired with an interactive and collaborative teaching method.

The Effect of Online Group Discussion on Students’ Speaking Proficiency Among Secondary School Students

2025-11-28T10:51:57+08:00

This research aims to investigate the effect of online group discussion on students’ speaking proficiency among secondary school students and to determine their perceptions towards the method. The design of this research is quasi-experimental, consisting of 43 Form 1 Capella students from an all-boys school, SM La Salle, Kota Kinabalu, Sabah. Pre-test and post-test, and questionnaire were used to collect data for this research. The intervention was executed with a structured online group activity for several weeks. The data were analysed using paired sample t-tests and descriptive statistics. The overall findings showed significant improvement in students' speaking skills, specifically in fluency, pronunciation and vocabulary. Grammar and accuracy improved a bit. Through the questionnaire, it was reported that students have a positive view towards this method in helping them improve, mainly on their confidence, motivation and engagement. The findings are aligned with Vygotsky’s Sociocultural Theory, which emphasises that peer interaction and scaffolding help learners in language learning. This research implies that the online group discussion method is an effective and student-centred structured method that can help improve speaking performance in an ESL class