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

Abstract

One of the transformations of the past decade has been the rapid and increased integration of the Internet and technological tools, particularly mobile-assisted learning (MAL) and gamification tool such as Kahoot, into EFL classrooms from across the world. Studies have shown that the gamified elements of such tools as Kahoot can enhance language learning performance and be utilised as influential teaching and assessment tools in language classrooms. Nevertheless, its application is yet quite new to EFL Kurdish classrooms; as observed, very few university instructors employ it. Furthermore, the acceptance of technological tools in general and Kahoot in particular by students and their perceptions towards its use is deemed significant due to its strong correlation with the overall language learning performance. Kahoot has been extensively researched in various educational contexts. Nevertheless, no study has reported students' perceptions of its use in EFL Kurdish classes. Therefore, the present study aimed at tackling Kurdish postgraduate students' perceptions towards implementing Kahoot in a six-week English language course and detecting their performance on Kahoot throughout the course, as well as showing gender differences in their perceptions. The study adopted a 24-item questionnaire on a 5-point Likert scale embedded in it two open-ended questions and students’ grades in the course. Almost all the students accepted the application and reported positive perceptions of using Kahoot in the course. However, Kahoot might lead to frustration and torpor on the students' part if not timed and designed correctly.

Attitudes of Kurdish university students towards the English language, English language education policies, and English language learning purposes

“…Research on attitude has a long history dating back to the 1920s and continues to be tackled (Mackenzie, 2010). The term, which is frequently discussed but rarely understood precisely due to its unobserved nature (Vaske & Grantham, 1993), is currently synonymously used with perception (Mackenzie, 2010;Nuri et al, 2022). It is a complex construct because it has various facets and manifestations, e.g., attitudes towards English language lessons might involve the English language itself, teachers, type of assessment, classmates, teaching methods, the physical environment of the classroom, activities, and materials (Garrett, 2010).…”