Fourth-grade ecuadorian public school students' perception and experiences of using quizizz for english vocabulary acquisition: a qualitative study

Abstract

This qualitative study investigates fourth-grade students' perceptions and experiences using Quizizz for English vocabulary acquisition at Carmen Eufemia Montenegro de Obregón School in Ecuador. Through classroom observations and open-ended surveys conducted with 15 students, the research explores how digital tools support vocabulary learning in a public-school context. The findings reveal that while students demonstrate high engagement and positive attitudes toward Quizizz (80% positive reception), they also face significant challenges including time-pressure anxiety (47%) and technical difficulties (40%). The study highlights the importance of visual elements and immediate feedback in vocabulary retention, with 73% of students emphasizing these features as crucial for their learning process. However, infrastructure limitations and varying levels of technological proficiency impact the effective implementation of digital tools. The research contributes to understanding how educational technology can be better adapted to meet local needs while supporting English vocabulary acquisition in resource-constrained environments. The findings suggest the need for flexible implementation strategies that consider both the benefits and limitations of digital tools in public school settings, while emphasizing the importance of developing hybrid approaches that combine digital and traditional teaching methods.