EXPLORING PRE-SERVICE TEACHERS’ MOTIVATION IN USING QUIZIZZ TO IMPROVE EFL STUDENTS’ READING SKILLS: A NARRATIVE INQUIRY

Abstract

Game-based assessment tools are becoming more common in EFL classrooms, but research on why pre-service teachers (PSTs) choose to use them and how they aid reading development remains limited. This narrative study investigated the intrinsic and extrinsic motivations of three Indonesian PSTs who utilized Quizizz during their teaching practicum and explored its perceived benefits for reading instruction. Data were collected through written guided reflections and semi-structured interviews, then analyzed using the interactive model of Miles et al. (2020). The findings revealed that intrinsic factors—such as enjoyment, active instructional involvement, creative challenges, and satisfaction with student participation—were the main drivers for adopting Quizizz, while extrinsic influences, including mentor recognition, positive student responses, and peer expectations, further encouraged its use. In terms of reading instruction, Quizizz helped learners focus on key ideas, specific details, and contextual vocabulary, especially when quizzes were intentionally structured. However, advanced skills like making inferences, summarizing, and understanding references improved only when combined with guided discussions and consistent practice, with occasional technical issues reducing effectiveness. The study emphasizes that successful technology integration requires aligning gamification elements with strong pedagogical planning in teacher education.