Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Abstract

Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven (n=27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area.

Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

“…The finding is similar to the result of a study from Brady et al, (2019) that points the role of technology as a workload of efficiency, a medium for transparency and visibility of students' work. Bawa (2018) and Mahbub (2020) report that the use of online quiz such as Kahoot, Quiziz, and Socrative facilitates learning engagement that potentially promotes students' performance, as well as motivation and focus in learning. Another study from (Alexiou & Paraskeva, 2010) reveals that through e-portfolio students can develop self-regulated learning and their academic skills.…”

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

“…Pre-service EFL teachers have mentioned that they need more time to check and give feedback to the students. Point to that, the use of technology in formative assessment practices reduces those time-consuming activities (Brady et al, 2019;Mahbub, 2020). The use of online quizzes has placed technology-based formative assessment in the current need of learning such as instant feedback for the students.…”

Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course

“…The increasing pervasion of computing devices such as notebook computers, wireless phones, handheld devices, and immensely enhancing Internet capabilities have reshaped the nature of higher education (Mahbub, 2020;Wang et al, 2009) and have given instructors the elbow room to adopt digital games in teaching and learning (Wang et al, 2009). One decade ago, classroom interaction was purveyed through traditional student response systems (Caldwell, 2007).…”

“…Gamification can be used for instruction, review material, and formative assessment to stimulate collaboration, independent learning, and problem-solving (Pede, 2017). Furthermore, it can promote engagement, increase motivation and students' participation, stimulate competition, provide immediate feedback, enhance achievement, and affect human behaviour (Bicen & Kocakoyun, 2018;Lofti & Pratolo, 2021;Mahbub, 2020). Although gamification proves a didactic strategy and helps instructors to procure impressive results, several factors need to be taken into account while implementing it in EFL classes, such as students' ages and aptitudes, gender, the cultural context, students' needs and interests, the goals that need to be attained, material content, and how instructors conduct the game in the class (Covos et al, 2018).…”

“…Currently, teaching methodologies in most parts of the world include heavy utilisation of both technology and the Internet, which has more or less caused attention diversion from the traditional textbook-based or chalk-and-talk teaching to the more modes of learning and teaching inclusive of collaboration and sharing materials and resources quickly through such technologies (Mahbub, 2020). Although efforts continue to be made in education in Iraqi Kurdistan to effectively embrace the use of technology inside the classroom and the use of information and communication technologies in the Kurdistan education system has indeed considerably increased over the last decade, most universities and university instructors still use methods without the active inclusion of technological tools or those that use technology do not seem to have the ability to use those specialised tools appropriately and encounter many problems in using them due to the lack of practice and the newness of these technologies in the region.…”