Enhancing EFL -English as a Foreign Language, Education in Virtual Environments Using Kahoot
Palabras clave:
kahoot, methodology, digital tools, interactive
Resumen
The research delves into the transformative impact of Kahoot on virtual English as a Foreign Language (EFL) education post-COVID-19, highlighting the shift towards online learning and the pressing need for effective digital tools to enhance both linguistic competence and student motivation. Conducted in Latin America, the study aims to evaluate how Kahoot influences students' motivation and English skills, employing a quantitative methodology with a quasi-experimental design. It examines the participation and performance of 197 students in reading and writing tasks, revealing significant improvements and a high acceptance of the gamified learning platform. The findings indicate that Kahoot not only boosts motivation and linguistic competence but also offers a flexible, interactive solution to address the challenges of virtual education, suggesting broader application and integration within the virtual learning ecosystem.
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Citas
Apsari, Y., San Rizqiya, R., & Auliya, N. K. (2023). Developing Kahoot-Based Learning Media in Teaching Reading. Journal of English Education and Teaching, 7(3), 510-525.
Asmara, C. H., Muhammad, R. N., & Almubarokah, Q. (2022). The effect of online learning using Kahoot application to improve English reading skills of higher education students. JELLT (Journal of English Language and Language Teaching), 6(1), 17-29.
Budi, A. S. (2020). Correlation between the achievement of reading skill and writing skill of English study program students. Journal of English in Academic and Professional Communication, 6(2), 1-10.
Colodeeva, L. (2021). Enriching EFL classroom with Kahoot lessons. ACROSS, 4(1), 49-57.
Dhamayanti, F. I. (2021). EFL students’ perception and motivation toward Kahoot as e-learning media in English e-classroom. Education of English as Foreign Language, 4(2), 71-78.
First, E. E. (2019). EF EPI: EF English Proficiency Index: A Ranking of 100 Countries and Regions by English Skills: EF Education First.
First, E. E. (2023). EF EPI: EF English Proficiency Index: A Ranking of 113 Countries and Regions by English Skills: EF Education First.
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.
Kirby, J. R. (2007). Reading comprehension: Its nature and development. Encyclopedia of language and literacy development, (August), 1-8.
Malvado, V., Prastikawati, E. F., & Wiyaka, W. (2022). Improving English Writing Skill By Utilizing Kahoot As a Technology-Based Assessment. LINGUAMEDIA Journal, 2(02).
Mavridi, S., & Xerri, D. (2020). English for 21st-century skills. Express Publishing.
Murray, H., & Lang, M. (1997). Does classroom participation improve student learning. Teaching and Learning in Higher Education, 20(1), 7-9.
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2).
Predyasmara, A. T. R., Hesmatantya, V., & Hamsia, W. (2022). Applying Kahoot in Online English Learning: How It Improves Intrinsic Motivation. TELL: Teaching of English Language and Literature, 10(2), 139-150.
Putra, R. W. P. (2023). Improving Students’ Vocabulary Through Paper-Mode Kahoot: A Classroom Action Research in Indonesian EFL setting. English Learning Innovation (englie), 4(1), 22-31.
Rahayu, I. S. D., & Purnawarman, P. (2019, June). The use of Kahoot in improving students’ grammar understanding through self-assessment. In Eleventh Conference on Applied Linguistics (CONAPLIN 2018) (pp. 102-106). Atlantis Press.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rozi, F., & Rustipa, K. (2023). The Use of Kahoot to Develop Instructional PJBL Practices in Teaching Writing. English Education Journal, 13(1), 128-139.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Sa’adah, A. R. (2020). Writing skill in teaching English: An overview. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 5(1), 21-35.
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
Wahyuni, S., & Styaningsih, D. (2023). The Effectiveness of Kahoot as Web-Based Learning Media in Teaching Reading Comprehension. Indonesian Journal of Multidisciplinary Educational Research, 1(2), 179-188.
Wulandari, E. (2022). Virtues and Challenges of Integrating Kahoot App for English Learning in Remote Learning Context. Edunesia: Jurnal Ilmiah Pendidikan, 3(2), 149-156.
Zhang, Z., & Crawford, J. (2023). EFL learners’ motivation in a gamified formative assessment: The case of Kahoot. Education and Information Technologies, 1-23.
Asmara, C. H., Muhammad, R. N., & Almubarokah, Q. (2022). The effect of online learning using Kahoot application to improve English reading skills of higher education students. JELLT (Journal of English Language and Language Teaching), 6(1), 17-29.
Budi, A. S. (2020). Correlation between the achievement of reading skill and writing skill of English study program students. Journal of English in Academic and Professional Communication, 6(2), 1-10.
Colodeeva, L. (2021). Enriching EFL classroom with Kahoot lessons. ACROSS, 4(1), 49-57.
Dhamayanti, F. I. (2021). EFL students’ perception and motivation toward Kahoot as e-learning media in English e-classroom. Education of English as Foreign Language, 4(2), 71-78.
First, E. E. (2019). EF EPI: EF English Proficiency Index: A Ranking of 100 Countries and Regions by English Skills: EF Education First.
First, E. E. (2023). EF EPI: EF English Proficiency Index: A Ranking of 113 Countries and Regions by English Skills: EF Education First.
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.
Kirby, J. R. (2007). Reading comprehension: Its nature and development. Encyclopedia of language and literacy development, (August), 1-8.
Malvado, V., Prastikawati, E. F., & Wiyaka, W. (2022). Improving English Writing Skill By Utilizing Kahoot As a Technology-Based Assessment. LINGUAMEDIA Journal, 2(02).
Mavridi, S., & Xerri, D. (2020). English for 21st-century skills. Express Publishing.
Murray, H., & Lang, M. (1997). Does classroom participation improve student learning. Teaching and Learning in Higher Education, 20(1), 7-9.
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2).
Predyasmara, A. T. R., Hesmatantya, V., & Hamsia, W. (2022). Applying Kahoot in Online English Learning: How It Improves Intrinsic Motivation. TELL: Teaching of English Language and Literature, 10(2), 139-150.
Putra, R. W. P. (2023). Improving Students’ Vocabulary Through Paper-Mode Kahoot: A Classroom Action Research in Indonesian EFL setting. English Learning Innovation (englie), 4(1), 22-31.
Rahayu, I. S. D., & Purnawarman, P. (2019, June). The use of Kahoot in improving students’ grammar understanding through self-assessment. In Eleventh Conference on Applied Linguistics (CONAPLIN 2018) (pp. 102-106). Atlantis Press.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rozi, F., & Rustipa, K. (2023). The Use of Kahoot to Develop Instructional PJBL Practices in Teaching Writing. English Education Journal, 13(1), 128-139.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Sa’adah, A. R. (2020). Writing skill in teaching English: An overview. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 5(1), 21-35.
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
Wahyuni, S., & Styaningsih, D. (2023). The Effectiveness of Kahoot as Web-Based Learning Media in Teaching Reading Comprehension. Indonesian Journal of Multidisciplinary Educational Research, 1(2), 179-188.
Wulandari, E. (2022). Virtues and Challenges of Integrating Kahoot App for English Learning in Remote Learning Context. Edunesia: Jurnal Ilmiah Pendidikan, 3(2), 149-156.
Zhang, Z., & Crawford, J. (2023). EFL learners’ motivation in a gamified formative assessment: The case of Kahoot. Education and Information Technologies, 1-23.
Publicado
2024-06-03
Cómo citar
Chicaiza Chicaiza, R. M., Ramos Rivera, J. C., Camacho Castillo, L. A., Heredia Mendoza, E. M., & Tite Chicaiza, A. J. (2024). Enhancing EFL -English as a Foreign Language, Education in Virtual Environments Using Kahoot . Ciencia Latina Revista Científica Multidisciplinar, 8(3), 908-926. https://doi.org/10.37811/cl_rcm.v8i3.11296
Número
Sección
Ciencias de la Educación
Derechos de autor 2024 Rosa María Chicaiza Chicaiza, Juan Carlos Ramos Rivera, Luis Alfredo Camacho Castillo, Esperanza Monserrate Heredia Mendoza, Alain Joey Tite Chicaiza
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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