USING KAHOOT! IN VOCABULARY LEARNING: EVIDENCE FROM A VIETNAMESE HIGHER EDUCATION CONTEXT
Main Article Content
Abstract
This study aims to find out how undergraduate English students at a Vietnamese institution felt about utilizing Kahoot to learn vocabulary. Using a sequential explanatory mixed-methods design, the study collected and analyzed quantitative and qualitative data from 53 first-year English major students. The participants in the study regarded the game to be enjoyable, although their involvement was not consistent throughout the trial. Interaction, engagement, focus, competition, and motivation were also essential characteristics that contributed to students' pleasant learning experiences and helped them enhance their vocabulary learning, particularly in terms of retention. Based on these important findings, certain recommendations have been made addressing the necessity to incorporate more digital-game-based activities into classroom education in order to motivate students better and maintain classroom engagement.
Article Details
Keywords
Kahoot, Vietnam, game-based activity, vocabulary learning
References
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Charbonneau, A. (2018). The effects of using Kahoot as a formative assessment in the middle school science classroom [Unpublished master’s thesis]. Montana State University. https://scholarworks.montana.edu/xmlui/handle/1/14719
Chau, K. G. (2021). The effect of ICT on learners’ speaking skills development. International Journal of TESOL & Education, 1(1), 22–29. http://i-jte.org/index.php/journal/article/view/4
Chotimah, I., & Rafi, M. (2018). The effectiveness of using Kahoot as a media in teaching reading. E-Link Journal, 5(1), 19-29.
Ciaramella, K. E. (2017). The effects of Kahoot on vocabulary acquisition and retention of students with learning disabilities and other health impairments [Unpublished master’s thesis]. Rowan University. http://rdw.rowan.edu/etd/2426
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
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Li, R. (2021). Does game-based vocabulary learning app influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? Sage Open, 11(1). https://doi.org/10.1177/21582440211003092
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Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369. https://doi.org/10.1016/S0364-0213(81)80017-1
Medina, E., & Hurtado, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 12(1), 441-449. https://revistapublicando.org/revista/index.php/crv/article/view/673
Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis: An expanded sourcebook. Sage publication.
Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), 105-129. http://eoi.citefactor.org/10.11250/ijte.01.03.007
Nielsen, K., Hansen, G. & Stav, J. (2013). Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.18989
Plump, C. M., & LaRosa, J. (2017). Using Kahoot in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. https://doi.org/10.1177%2F2379298116689783
Rasti-Behbahani, A. (2021). Why digital games can be advantageous in vocabulary learning. Theory And Practice In Language Studies, 11(2), 111-118. https://doi.org/10.17507/tpls.1102.01
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.apa.org/doi/10.1037/0003-066X.55.1.68
Serrano, K. J. (2019). The effect of digital game-based learning on student learning: A literature review [Unpublished master's thesis]. University of Northern Iowa. https://scholarworks.uni.edu/grp/943/
Singer, N. (2016, April). Kahoot app brings urgency of a quiz show to the classroom. New York Times. https://www.nytimes.com/2016/04/17/technology/kahoot-app-brings-urgency-of-a-quizshow-to-the-classroom.html
Tri, D., & Nguyen, N. (2014). An exploratory study of ICT use in English language learning among EFL students. Teaching English With Technology, 14(4), 32-46. http://www.tewtjournal.org
Viet, K. A., & Linh, N. K. (2021). Online learning readiness level of first and second year students at Faculty of English language teacher education, VNU University of Languages and International Studies. VNU Journal of Foreign Studies, 37(6), 168-191. https://doi.org/10.25073/2525-2445/vnufs.4430
Wang, A. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227. http://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., Zhu, M., & Sætre, R. (2016). The effect of digitizing and gamifying quizzing in classrooms. In C. Thomas & B. Liz (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 730-736). Academic Conferences and Publishing International Limited.
Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (Ijet), 13(02), 72-93. https://doi.org/10.3991/ijet.v13i02.7467
Charbonneau, A. (2018). The effects of using Kahoot as a formative assessment in the middle school science classroom [Unpublished master’s thesis]. Montana State University. https://scholarworks.montana.edu/xmlui/handle/1/14719
Chau, K. G. (2021). The effect of ICT on learners’ speaking skills development. International Journal of TESOL & Education, 1(1), 22–29. http://i-jte.org/index.php/journal/article/view/4
Chotimah, I., & Rafi, M. (2018). The effectiveness of using Kahoot as a media in teaching reading. E-Link Journal, 5(1), 19-29.
Ciaramella, K. E. (2017). The effects of Kahoot on vocabulary acquisition and retention of students with learning disabilities and other health impairments [Unpublished master’s thesis]. Rowan University. http://rdw.rowan.edu/etd/2426
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
Greijdanus, W. (2015). Gamification and literature: A study of the motivational impact of gamification as a method of teaching English literature [Unpublished master’s dissertation]. Linnaeus University. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A784874&dswid=4214
Ha, N. T., & Lam, H. T. G. (2010). How to foster learner autonomy in country studies at Faculty of English - Hanoi National University of Education? VNU Journal of Foreign Studies, 26(4), 239-245. https://js.vnu.edu.vn/FS/article/view/2569
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
Hong-Anh, N. T. , Huong, L. T. L., & Son, N. V. (2021). A quantitative study on evaluation of an intensive English course: Voices of non-English-major students. VNU Journal of Foreign Studies, 37(6), 140-154. https://doi.org/10.25073/2525-2445/vnufs.4726
Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 92(2016), 102-119. https://doi.org/10.1016/j.compedu.2015.11.013
Hussain, Z. (2018). The effects of ICT-based learning on students’ vocabulary mastery in junior high schools in Bandung. International Journal of Education, 10(2), 149-156. https://www.learntechlib.org/p/209017/
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Futurelab Series. https://telearn.archives-ouvertes.fr/hal-00190453
Le, T. (2018, August 09-10). Improve student engagement and collaboration with Kahoot [Conference Presentation]. The 9th Annual International Conference on TESOL “Breakthroughs in English Language Teaching in the 21st Century”, Ho Chi Minh City, Vietnam.
Li, R. (2021). Does game-based vocabulary learning app influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? Sage Open, 11(1). https://doi.org/10.1177/21582440211003092
Licorish, S., Owen, H., Daniel, B., & George, J. (2018). Students’ perception of Kahoot's influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0078-8
Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369. https://doi.org/10.1016/S0364-0213(81)80017-1
Medina, E., & Hurtado, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 12(1), 441-449. https://revistapublicando.org/revista/index.php/crv/article/view/673
Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis: An expanded sourcebook. Sage publication.
Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), 105-129. http://eoi.citefactor.org/10.11250/ijte.01.03.007
Nielsen, K., Hansen, G. & Stav, J. (2013). Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.18989
Plump, C. M., & LaRosa, J. (2017). Using Kahoot in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. https://doi.org/10.1177%2F2379298116689783
Rasti-Behbahani, A. (2021). Why digital games can be advantageous in vocabulary learning. Theory And Practice In Language Studies, 11(2), 111-118. https://doi.org/10.17507/tpls.1102.01
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.apa.org/doi/10.1037/0003-066X.55.1.68
Serrano, K. J. (2019). The effect of digital game-based learning on student learning: A literature review [Unpublished master's thesis]. University of Northern Iowa. https://scholarworks.uni.edu/grp/943/
Singer, N. (2016, April). Kahoot app brings urgency of a quiz show to the classroom. New York Times. https://www.nytimes.com/2016/04/17/technology/kahoot-app-brings-urgency-of-a-quizshow-to-the-classroom.html
Tri, D., & Nguyen, N. (2014). An exploratory study of ICT use in English language learning among EFL students. Teaching English With Technology, 14(4), 32-46. http://www.tewtjournal.org
Viet, K. A., & Linh, N. K. (2021). Online learning readiness level of first and second year students at Faculty of English language teacher education, VNU University of Languages and International Studies. VNU Journal of Foreign Studies, 37(6), 168-191. https://doi.org/10.25073/2525-2445/vnufs.4430
Wang, A. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227. http://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., Zhu, M., & Sætre, R. (2016). The effect of digitizing and gamifying quizzing in classrooms. In C. Thomas & B. Liz (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 730-736). Academic Conferences and Publishing International Limited.