The present study investigated the impact of JeopardyLabs, Kahoot and Quizizz on students’ attitudes toward technology and their L2 achievement. The study enjoyed an explanatory sequential mixed-method research design. The total number of the participants included 212 students of 8th grade of junior secondary school from six cities of Iran. One hundred and seventy of the participants formed the experimental groups who adopted JeopardyLabs, Kahoot and Quizizz for nine sessions and 42 of the participants formed the control group who attended their regular classes. Quantitative data were collected through L2 achievement pre-test and post-test and the Pupils’ Attitude Toward Technology questionnaire (PATT) (Raat & Vries, 1986) was used to investigate the impact of JeopardyLabs, Kahoot, and Quizizz on the students’ attitude toward technology. Qualitative data were collected through a semi-structured interview. The data gathered from the PATT questionnaires and the L2 achievement post-tests of the experimental groups and the control group were compared using Independent Samples t-tests. Due to the violation of the assumptions of normality of distribution in the L2 achievement pretest of the two groups, the Mann-Whitney U test was run in order to compare the L2 achievement pretest of the two groups. The L2 achievement (i.e., the gain or progress) of the experimental groups was compared through running the Wilcoxon Signed Ranks test which is the non-parametric alternative to the Paired samples t-test. Interview results were analyzed through adopting the grounded-theory approach qualitative content analysis. The final results indicated that adoption of JeopardyLabs, Kahoot and Quizizz had a significant positive impact on students’ attitude toward technology and the students’ L2 achievement. These findings may be convincing for teachers, and students to welcome adoption of new technologies and educational authorities to make decisions about adoption of new technologies in edu
