The effect of using Quizizz in teaching vocabulary to students learning Turkish as a foreign language

Foreign language learning, which has gained importance with the globalizing world, plays a key role in ensuring effective communication between societies. With this importance, learning a foreign language changes the individual's perspective on the world, allowing him to think creatively and gain awareness of other cultures. Nowadays, when technological, economic and political developments are gaining momentum, learning Turkish as a foreign language has gained importance and become a necessity with expanding cross-border relations. In line with this need, studies to be carried out in teaching Turkish as a foreign language are considered important. One of these studies is studies on vocabulary teaching. Integrating technology-based applications such as Web 2.0 tools into education to attract the attention of learners creates awareness. One of the applications that is very effective in teaching vocabulary to those learning Turkish as a foreign language is the Quizizz application. Studies have shown that Quizizz is effective in student motivation, listening skills and vocabulary teaching in a foreign language, so its effect on teaching Turkish vocabulary should also be investigated. When the literature studies are examined, it is seen that the studies on the effect of Quizizz on vocabulary teaching are limited. In this direction, in this study, "What and how is the effect of Quizizz on teaching vocabulary to those learning Turkish as a foreign language?" Based on the problem question, it is aimed to determine what and how the effect of Quizizz is on teaching vocabulary to those learning Turkish as a foreign language. In this context, a mixed research was conducted. A quasi-experimental research model was used in the quantitative part of the study. A total of 38 learners took part in the study and the effect of Quizizz on the vocabulary of those learning Turkish as a foreign language was measured with a scale consisting of 90 words. The data obtained was analyzed with the SPSS program. Case study design was used in the qualitative research part. First, opinions were received from 19 people using the vocabulary teaching activity evaluation form at the end of each activity. Later, a focus group interview was held with 4 of these learners. The data obtained from the qualitative research were analyzed using content and descriptive analysis methods. As a result of the study, the significant difference detected between the experimental and control groups showed that the use of Quizizz in vocabulary teaching of students learning Turkish as a foreign language is effective in improving the vocabulary knowledge of the learners. From the opinions received from the learners, positive sub-themes such as "Providing effective learning, being fun and instructive, and enabling quick memorization of words" were reached.