Abstract
ABSTRACTStudent-generated questioning (SGQ) has been widely used to facilitate English learning in the Foreign Language classroom, with questions surrounding its quality and use in flipped classrooms remaining at the forefront of discussions. This study aims to explore the implications of integrating SGQ using a game-based learning platform named Kahoot, on students’ English performance in flipped classrooms. Participants were 77 university students and sub-divided into an experimental group labelled SGQ_FL and a control group determined by teacher-generated questioning (TGQ), labelled TGQ_FL. The results suggest that SGQ is effective in enhancing students’ English performance. No significant difference was found in the mental load between groups, yet SGQ induced a higher mental effort than TGQ. These results reflected that greater effort was required to formulate and answer questions compared with only answering them. Further research incorporating SGQ strategy in a game-based learning platform shows promise for fostering students’ English performance.
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