Our study investigates the effectiveness of Kahoot! as a formative assessment tool in the consolidation of grammatical phenomena in adult foreign language learning. Kahoot! was used in a multilingual and multicultural learning environment, where Α1-level Greek was the target language. An experimental quantitative methodology was employed to compare progress made by students using Kahoot! (experimental group) compared to those using traditional methods such as paper and pencil tests (control group). Pre-tests and post-tests were administered to both groups to check if students had better assimilated the grammatical phenomena they had been taught. The study was carried out in the Center for the Study of the Hellenic Language and Culture at the University of Ioannina (Greece). Overall findings reveal that both groups performance in the post-tests showed a statistically significant improvement, however there was not a statistically significant difference between the performance of the two groups.
Registered by the Federal Service for Supervision of Communications, Information technologies and Mass Media Mass media registration certi cate 77-73598, 14.09.2018 The journal publishes scienti c articles on the problems of the Greek language, literature and culture throughout their historical existence: from Ancient Greek and Byzantine literature, culture and language to the Modern Greek period. The papers cover a wide range of topics on history, literary criticism, linguistics, ethnolinguistics, folklore and post-folklore of Greece, as well as on the reception of Greek images and ideas in Russia and Europe.
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