The Use of Online Quizzes in Blended Learning Modality: A Qualitative Approach

Abstract

The present research is integrated within the framework of second language and blended learning modality, developed with the aim of presenting participants’ perception about the effectiveness of online quizzes to improve their level of English, as well as the possibilities that they offered to carry out continuous assessment and self-assessment. Based on these goals, a descriptive study with a qualitative approach was developed, following the process of the Grounded Theory for the categorization of dimensions. The research included a total of 91 participants, studying the last year of the Degree in Primary Education (English) at the Pontifical University of Salamanca. An individual guided interview was used as the data collection instrument. The literature review and the finding of this study suggested the possibilities offered by quizzes to support continuous assessment, as well as to allow participants to self-assess their progress in the second language. It was also highlighted the possibilities offered by these e-activities to promote the autonomous learning and facilitate an immediate formative feedback to guide students in the process of acquiring a second language. The findings clearly demonstrated that quizzes granted participants to take an active role in their learning, and also revealed the importance of teachers’ role as guides of this process. In conclusion, this research showed participants’ positive perceptions of the use of quizzes in the hypermedia modular model implemented in the blended learning modality for the subject English I.