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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics DINAMIKA ILMU: Jurnal Pendidikan Indonesian Journal of English Language Teaching and Applied Linguistics
Chanh, Nguyen Huu
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Perceptions and Dominant Factors of Blooket as a Game-based Learning Tool among Vietnamese Non-English Majored Students Quyen, Chau Thuc; Chanh, Nguyen Huu
Dinamika Ilmu Vol 25 No 1 (2025): Dinamika Ilmu, 25(1), June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i1.10268

Abstract

This study examines Vietnamese non-English major students' perceptions of Blooket, a game-based learning tool for English language education. Using a mixed-methods approach based on Asniza et al.'s (2021) framework, researchers collected survey data and conducted interviews to assess factors affecting student engagement. Quantitative results identified classroom control and time allocation as primary influential factors, with peer interaction and class size having moderate impact. Qualitative findings revealed students preferred blended learning approaches that integrate Blooket with traditional teaching methods. Students valued Blooket for enhancing engagement and motivation but expressed concerns about its limited ability to reinforce knowledge and its varying effectiveness across learning contexts and individual preferences. The study emphasizes that while game-based tools can improve engagement, their implementation requires careful consideration of both pedagogical and logistical factors. For optimal outcomes, educators should adopt a balanced approach that integrates digital tools with traditional methods while accounting for student preferences, classroom dynamics, and content requirements.
Open Educational Resources from Vietnamese Students’ Perceptions in the Foreign Language Learning Classroom Chanh, Nguyen Huu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2103

Abstract

This study explores students' perceptions of Open Educational Resources (OER) and their impact on cognitive and affective learning. Based on the Rowell’s (2015) framework, the research, employed by a mixed-methods approach, combined questionnaire data and semi-structured interviews from a group of students enrolled in an ESP course utilizing OER. A total of 320 undergraduate students voluntarily participated in the study via convenience sampling.  Results indicate that students generally had a positive emotional response to OER, appreciating their accessibility, flexibility, and alignment with course objectives. OER were perceived as enhancing learning outcomes, particularly in terms of understanding course materials and fostering critical thinking. However, while students favored OER over traditional textbooks in many aspects, some still found textbooks valuable for certain topics. Additionally, the ability to independently summarize and organize the material was identified as an area where students faced challenges. The study highlights the potential of OER in enhancing educational experiences while emphasizing the need for continuous improvements in content depth and engagement to maximize their effectiveness. It is hoped that OER can play a key role in shaping the future of education by making learning more inclusive and adaptable to diverse learner needs.
Open Educational Resources from Vietnamese Students’ Perceptions in the Foreign Language Learning Classroom Chanh, Nguyen Huu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2103

Abstract

This study explores students' perceptions of Open Educational Resources (OER) and their impact on cognitive and affective learning. Based on the Rowell’s (2015) framework, the research, employed by a mixed-methods approach, combined questionnaire data and semi-structured interviews from a group of students enrolled in an ESP course utilizing OER. A total of 320 undergraduate students voluntarily participated in the study via convenience sampling.  Results indicate that students generally had a positive emotional response to OER, appreciating their accessibility, flexibility, and alignment with course objectives. OER were perceived as enhancing learning outcomes, particularly in terms of understanding course materials and fostering critical thinking. However, while students favored OER over traditional textbooks in many aspects, some still found textbooks valuable for certain topics. Additionally, the ability to independently summarize and organize the material was identified as an area where students faced challenges. The study highlights the potential of OER in enhancing educational experiences while emphasizing the need for continuous improvements in content depth and engagement to maximize their effectiveness. It is hoped that OER can play a key role in shaping the future of education by making learning more inclusive and adaptable to diverse learner needs.
Co-Authors Quyen, Chau Thuc