Development and application of quiz activity-based teaching strategy in English
as a Second Language (ESL) classroom in Japanese university

Wei ZHOU
English Education Center, Institute for Education and Student Support, Ehime University

1. Introduction
Young students at universities wonʼt easily feel satisﬁedwith traditional teacher-centered English classes any

English skills, studying motivation, classroom atmosphereand so on, to seek for any qualitative changes in theclassroom. This teaching methodology may also provide
some hints to classrooms other than English.

more. As a generation grown up with smartphones, they
get used to receiving faster speed and new information.
Through teaching many English classes, the author found

2. Methodologythat university students nowadays tend to soon lose

2.1 Participants

concentration or fall into a sleep with a teacher-centered

The participants in this study consisted of 166 ﬁrst-year

teaching style. They may feel fed up with the things

non-English-speaking students from 4 diﬀerent classes ateven they showed much interest in the last class. At theEhime University, majoring in Teacher Education (Edu),

same time, teachers at university also complain about theRegional Resource Management (RRM), Materials Science

low performance and motivation of students, if not all, inand Engineering (Mat), and Civil and Environmental

English studying. How to recharge students motivation

Engineering (Civil & Env). In the four classes, two are ofand lead an active and eﬃcient class has always been asocial sciences and humanities background (Edu, RRM),

great challenge for EFL (English as a Foreign Language)

and the other two are of engineering one (Mat, Civil &teachers.

Env). All the participants are nonselective students whose

Game activities recently are widely used for young

GTEC test scores ranging from as low as 82 to as high as

English learners in elementary schools, because play

323 (average GTEC score was 201.5). The researcher ofis commonly regarded as children-level. Actually playthis study gave English speaking and communication skill

occurs at any life stage. In psychology and ethology,

lessons to all the participants twice a week in the ﬁrst

play is a range of voluntary, intrinsically motivatedquarter in 2018 when GTEC test was conducted. The

activities normally associated with recreational pleasure

GETC scores (combining Listening and Reading) could

and enjoyment (Garvey C, 1990). The author thinks thatbasically reﬂect the fundamental English skill levels ofstudying through playing could make a good approach tothe participants.

arouse students

curiosity, help students keep up withthe teacher, keep focused on the lesson and grasp English

2.2 Construction of quiz activity-based teaching strategy
As the name implies, quiz activities are compact

skills happily.
Aiming at solving the thorny problem of how toactivities full of quizzes, commonly following theconstruct a happy and highly active, enriched andsequence from easy ones to diﬃcult ones. Students are

motivated ESL classroom, the author designed andasked to share their answers as fast as they can. Early

developed an innovated quiz activity-based teaching

and correct answerer can get participation bonus point as

strategy. In this study, the author systematically applied

rewards. The system is similar to the quiz buzzer games,

the approach to ﬁrst-year university students ESL

following the rule of ﬁrst come, ﬁrst served", expect forclasses, analyze and evaluate its eﬀect on various aspects

that students raise their hands in stead of using a buzzer.

of students

English studying, such as improvement of

大学教育実践ジャーナル 第17号 2019

Quiz activities were designed to meet the needs of29

Wei ZHOUTable 1. Types and characteristics of quiz activities

TypePlace

Characteristics

Function1

Warm-up quiz activity

Beginning of the lesson

FriendlyWarm-up2

Topic background-related quiz activity

Former part of the lesson

Interesting

Understanding

3

Topic-related quiz activity

Middle part of the lesson

SeriousLearning

4

Relaxing quiz activity

Anywhere

Fun

Relaxation

middle-level English learners, which cover a wide range

2.4 Unit implementationof English-related abilities: 4 basic skills (speaking,This study was implemented over four weeks in thelistening, writing, reading), basic grammar, vocabulary,

English speaking course in the ﬁrst quarter as statedculture, and miscellaneous knowledge relating to English

in the Introduction, where the classes met 8 times. The

studying and English application. The author originallyform, content, scope, sequence and frequency of quiz

designed and developed some of the activities used inactivities conducted would ﬂexibly vary slightly on thethis research, adopted some others from free or openlybase of the major, English level, gender proportion or

published resources and modiﬁed them. Some of theclass atmosphere in each class, but basically all thequiz activities were air warm-up ones, some others wereclasses from diﬀerent department or schools will beclosely related to lesson content, and some were shorttaught and analyzed equally. Teacherʼs performance forand fun games for students to relax. According to their

all the classes is assumed to be same. Table 2 shows

functions, quiz activities in this study can be divided into

all the lesson plans and the research schedules of the 34 types. They are summarized in Table 1 as below.

teaching styles with or without quiz activities that wereapplied in this study. 30% and 50% quiz activity lessons

2.3 Unit Rationale and Design

were conducted 3 times respectively, and regular lessons

The author designed three diﬀerent teaching styles

without quiz activity were conducted over the span ofby changing the class proportion of quiz activities andthe 2 lessons. During the procedure of quiz activities,

implemented them in this study, with the aim to verify

the researcher consciously tried to give equal chances

the novelty of quiz activity and investigate if there is

to all the participants in the class to encourage positive

any signiﬁcant inﬂuence or eﬀect of the quiz activity-

participation from all.

based teaching approach on the English classroom of
non-English majors, such as English studying extrinsic

Table 2. Class plans and schedule

motivation or of English ability/skills improvement andLesson plan

Research schedule

Lesson 1Orientation, Speaking
Unit 1lesson was conducted with teacher-centered teaching

Lesson 2Speaking Unit 2

30% quiz activity

and explanation, students

practicing plus students

Lesson 3Speaking Unit 3

30% quiz activity

task activity and presentation, etc. There was no

Lesson 4Speaking Unit 430% quiz activity

quiz activity in the class.

Lesson 5Speaking Unit 550% quiz activity

2. 30% quiz activity-based teaching style (abbreviatedLesson 6

GTEC Test

as 30%): within 90-minute lesson, quiz activities

Lesson 7Speaking Unit 650% quiz activity

and participation bonus point system were applied

Lesson 8Speaking Unit 7

50% quiz activity

frequently at the beginning and throughout the class

Lesson 9Speaking Unit 8

Regular lesson

occupying around 30% of the teaching content in the

Lesson 10 Speaking Unit 9

Regular lessonclass on the base of a regular lesson.

Lesson 11 Speaking Unit 10

so on. The three teaching styles are:
1. Regular lesson (abbreviated as regular): A 90-minute

3. 50% quiz activity-based teaching style (abbreviatedLesson 12 Speaking Unit 11

as 50%): within 90-minute lesson, quiz activities

Lesson 13 Speaking Unit 12and participation bonus point system were applied

Lesson 14 Review and Practicefrequently at the beginning and throughout the class

Lesson 15 Final Test

occupying around 50% of the teaching content in theclass on the base of a regular lesson.
30

大学教育実践ジャーナル 第17号 2019

Development and application of quiz activity-based teaching strategy in English as a Second Language (ESL) classroom in Japanese university

2.5 Data collection

students from the 4 diﬀerent departments gave highest

Once the class was over, feedback survey sheets werescore to 50% quiz activity teaching style, the next ishanded out to the participants to write comment on their30%, and the last is regular lesson. Among the 4 classes,

experiences in that lesson by answering the questions

Civil & Env showed greatest reception to quiz activity

the researcher prepared. The survey was conducted

and they prefer more activities. Edu students haveanonymously to allow the participants to tell how they

similar tendency, and they gave high scores to both 50%

feel honestly. At the end of the research (the 8th class),and 30% signiﬁcantly compared to regular one. RRM

the participants were asked to answer a questionnaire

students rated 50% most as 4 points, but still showed

and score the 3 diﬀerent teaching styles with ﬁve-point

more interest in quiz activities than regular lessons. Mat

Likert scale respectively.

students are the most neutral toward quiz activity, but
the sum of scores tells that quiz activity is more popularthan regular.

3. Results

About changes in motivation, most students from theThe data of feedback from the participants were

4 classes said clearly in the feedback comments thatcollected and statistically analyzed. The participants

their motivation has been promoted. As shown in Figure

rated 30% quiz activity, 50% quiz activity, and regular2, Edu and Civil & Env students particularly showedlesson (0% quiz activity) teaching approaches respectively

improved motivation in 30% and 50% lessons compared toby scoring them 0 〜 5, from 6 diﬀerent aspects for class

regular. RRM students showed constancy of motivation inevaluation. The scores were analyzed both separately

all teaching styles, and Mat students gave jagged results.

according to diﬀerent majors and as a whole. Data wereFigure 4 and Figure 5 show if the students think quiz

shown in histogram charts that accurately represent ofactivities help improve their English skills. Most students

the distribution of the scores the participants made.

felt that their English speaking ability increased throughFirst, the data in Figure 1 demonstrates that whenquiz activities except for RRM, who tend to preferasked about the impression of the class as a whole, mostregular lessons. However, they donʼt expect much forFig 1. Overall Impression

Fig 2. Motivation of English Studying

大学教育実践ジャーナル 第17号 201931

Wei ZHOUEnglish improvement except for speaking, because thequiz activities applied in this research were basicallydeveloped for English speaking.
When asked about the atmosphere in the classroom,in their survey comments, most students showed greatsatisfaction with the “happy”, “active”, “approachable” and“relaxing” air in 30% and 50% classes. Data in Figure 3
also absolutely demonstrates that.
The last aspect of the class evaluation is the likeability.
Most 30% and 50% drop in 4 points or 5 points whileregular goes 3 points (Figure 6). Among the 4 classes,
Edu and Civil & Env like quiz activity much more thanRRM and Mat students. In the questionnaire, 90 students
answered with great likeability of quiz activity (Yes, likea lot), 24 showed some likeability (Yes, like a little), and 2
gave negative answer (No).

Fig 4. Improvement of English speaking

Fig 3. Atmosphere in English Classroom

Fig 5. Improvement of English skills other than speaking

32

大学教育実践ジャーナル 第17号 2019

Development and application of quiz activity-based teaching strategy in English as a Second Language (ESL) classroom in Japanese university2). Most students said that quiz activities promoted
their motivation. As Deci and Flaste (1996) said that
motivation comes from oneʼs within, teachers are stilltrying to explore new approaches to improve students
extrinsic motivation. By observing the whole class andstudent performance when teaching in the classroom inthis research, the author found that quiz activity could
always realize 100% participation from the participants.
Not even one sleeping or absent-minded person wasobserved during the activities. The students joined
activities actively, and showed much higher performance
than regular lessons. The data from the feedback of thestudents in Edu and Civil & Env showed clear tendency
that quiz activity-based teaching approach improved
their English studying motivation. Interestingly, students
of RRM gave good performance in classes both with andwithout quiz activity. They said in the comment thatthey “get used to the regular classes that are similar tothe traditional lessons they took in high schools”, andthey welcome both.
This research was conducted in an English speaking
course and the quiz activities used in this research wereFig 6. Likability of quiz activity-based teaching strategy

mainly designed for English speaking. The students
aﬃrmed the positive role of quiz activity in their English
speaking improvement, but doubted its eﬀect on English

4. Discussion and conclusion

ability other than speaking. More quiz activities will be

The results of this research proved the novelty ofdesigned and developed that are suitable for English 4

quiz activity-based teaching strategy. Diﬀerent frombasic skills in future to investigate if quiz activities also

the teacher-centered traditional exercises and student-

work well in other English classes except for speaking.

centered task activities (Ellis R, 2003), quiz activities

In this research, two classes (Edu, RRM) were ofare short, light and fast-paced, which makes greatsocial sciences and humanities background with theinteractions, both between teacher and students, andgender ratio of 1:1, and two (Mat, Civil & Env) were

between students too. Compared to task activities,of engineering that have less female (Mat: male=19,students have lower hurdle due to the insuﬃciency

female=2; Civil & Env: male=24, female=7). The collectedndlanguage skills and gaps of information ordata showed no remarkable inclination depending on

knowledge between each other commonly seen in tasksocial sciences background or engineering background asactivity.

the author expected. Each class showed its characteristicof their 2

The psychological factors behind this strategy areand preference.

play and competitive nature of young people. During theThe quiz activity-based teaching strategy wasquiz activity, the participants think together, stimulate

established and veriﬁed in English lessons for non-English

and inspire each other, teach, help and learn from eachspeaking students. Further eﬀort will be taken to improveother. Quiz activities promote language acquisition andand reﬁne this strategy for English learning including

uptake of knowledge by raising learners

speaking, and more research is needed to investigate its

awareness of

the issues of both language and knowledge because theeﬀect on classrooms.

answers would be shared and explained soon.
Also, this research demonstrates that quiz activitybased teaching strategy could bring vigor and change
the classroom into a skyrocketed motivated one (Fig.
大学教育実践ジャーナル 第17号 201933

Wei ZHOU

References
Deci, E. L. and Flaste R. (1996) Why we do what we do:Understanding self-motivation. New York: Penguin.
Ellis, R. (2003). Task-based language learning and teaching.
Oxford: Oxford University.
Garvey, C. (1990) Play. Cambridge, Massachusetts: Harvard
University Press.

AppendixSome picked comments from the participants about quiz
activity teaching strategy that were collected throughpaper-based questionnaire or web feedback at the endof the 30% teaching styles, 50% teaching styles and thewhole course.
会話表現が多く学べたこと。Activity が増えて良かった。
意欲的に取り組めた。主体的に取り組む活動が増えた。
瞬時に考える力が身についた。
ペアワークが増えた。
考える時間が多くなった。
英語で話すことが多くなった。
眠気が吹っ飛ぶこと。
英語に対する意識がポジティブな方向に変わることができました。
先生の気持ちが伝わってきてほんとにやる気が出てがんばれました！
“You made it fun for us to study English. I looked forward to
your classes every time and came to like speaking English.”“Your classes were always exciting, and we students could
practice speaking a lot.”“I knew the fun of speaking English from your class.”“I learned happiness of English speaking in this class.”“That was a very fun class. I came to like English more thanbefore!!”“I was looking forward to your class every week. I'm glad that I
UHFHLYHG\RXUHQMR\DEOHDQGSUR¿WDEOHFODVV´“Your English class was the most exciting course in thisuniversity!!”“Your class was very interesting. I want take more your class.”“You made me like English.”34

大学教育実践ジャーナル 第17号 2019