Effects of Kahoot! on Vocabulary Knowledge and Student and Teacher Perceptions of Its Use in Classroom

Abstract

The purposes of this mixed methods study were to investigate the effects of Kahoot! on enhancing English vocabulary knowledge among Thai students and to explore the perceptions of both students and their teacher regarding the utilization of Kahoot! in a school setting. The study involved a native Thai teacher of English and 60 M.1 students divided into two groups: a control group that received vocabulary instruction using a traditional method and an experimental group that received vocabulary instruction through the utilization of Kahoot!. Data were collected by tests (a pre-test, a post-test, a delayed test, and immediate tests), a questionnaire, and a semi-structured interview. The data were quantitatively and qualitatively analyzed. The collected test and questionnaire data were examined by descriptive statistics, t-test, and effect size. As for the semi-structured interview, the recordings were transcribed word-for-word then the data were coded into themes. The study revealed four key results. First, Kahoot! was more effective in the short-term immediate tests. Second, in the delayed test, there was a significant difference in the receptive vocabulary knowledge between the two groups, with the experimental group outperforming the control group. Third, the students in the experimental group showed greater improvement in receptive vocabulary knowledge compared to productive vocabulary knowledge through the use of Kahoot!. However, only in one of the immediate tests and the delayed test a significant difference was displayed in productive vocabulary knowledge. Fourth, in terms of perception, both the students and the teacher expressed a favorable perception towards Kahoot! as a vocabulary learning and teaching tool. Although Kahoot! shows a promising increase in the students� motivation and their enhanced short-term vocabulary recall, teachers should consider some practical limitations such as the required preparation time and their familiarity with Kahoot! when implementing it in their classrooms.?????????????????????????????????????????????? Kahoot! ?????????????????????????????????????????????????????? ???????????????????????????????????????????????? Kahoot! ??????????? ???????????????????????????????? ?????????????????????????????? 1 ????? 60 ????????????????? ??????????????????????? ??? ???????????????????????????????????????????????????????????? ????????????????????????????????????????????? Kahoot! ?????????????????????????????????????????? (????????????????? ????????????????? ???????????????? ????????????????) ????????? ?????????????????????????????? ??????????????????????????????????????????????? ????????????????????????????????????????????????????????? ?????????????????????? ??????????????????????????????? ??????????????????????????????????????????????????????????????????????????????????? ??????????????????????????????? ?????? ????????? Kahoot! ?????????????????????????????????????? ???????????? ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????? ???????????? ?????????? Kahoot! ???????????????????????????????????????????????????????????????????????????????????????? ??????????? ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ???????????? ??????????????? ????????????????????????????????????? Kahoot! ??????????????????????????????????????????? ?????? Kahoot! ????????????????????????????????????????????????????????????????????????? ?????????????????????????????????? ???? ?????????????????? ????????????????? Kahoot! ??????? ???????????????????????????????: ?????????????? ????? Kahoot! ???????????? Kahoot! ??????????????????????????? 1 ??????????????????