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Arab World English Journal (AWEJ) Volume 15. Number 4, December 2024 Pp. 110 -126
English Language Teaching Department,
Tishk International University, Erbil-KRI, Iraq
Many schools integrate technology into their curriculum to reap the benefits incessantly. Thanks to unprecedented technological breakthroughs, the popularity of e-books has increased significantly. As a result, the market for e-book apps has expanded exponentially. Although multiple studies have been conducted on the widely used reading program Raz-Kids, there has been no study regarding teacher-generated quizzes on Raz-Kids in Iraq. With this fact in mind, this study explored the effects of teacher-created quizzes on improving the reading skills of third-grade students during the fall and spring semesters of the 2023-2024 academic year. Forty-four students from a private international primary school in Iraq were selected via convenience sampling to represent one of the groups. The control group engaged with the books and answered standard quiz questions via the Raz-kids app. On the other hand, the experimental group studied the books and completed teacher-generated quizzes. The data were collected via reading examinations and surveys to be analyzed by either SPSS 29 or MAXQDA. Exams and surveys were used to compare students’ reading performance and analyse their perceptions in-depth. Quantitative data showed that students in the experimental group efficiently utilized teacher-created quizzes, resulting in exceptional performance in reading assessments. Moreover, composing balanced, coherent, engaging questions influenced students’ written and spoken English proficiency. Thus, the findings of this study may guide stakeholders seeking to include e-book applications in English classes.
Kara, S. (2024). The Impact of Teacher-generated Quizzes of Raz-Kids in Cultivating Primary School Students’ Reading Skills. Arab World English Journal, 15(4): 110 -126.
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Saban Kara (MA) is an instructor at TISHK International University in Erbil, Iraq. He currently serves as the vice director of TIU Language Preparatory School. He is a prolific writer on various topics, such as extensive reading, the UN’s SDGs, web 2.0 tools, types of written corrective feedback, CALL, MALL, and mentor-mentee relationships. He aims to contribute more to the scientific community with high-impact publications during his tenure as an academic. ORCID: https://orcid.org/0000-0002-7501-7961