Effects of Kahoot! on Vocabulary Learning and Student and Teacher Perceptions
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Abstract
The purposes of this study were to investigate the effects of Kahoot! on enhancing English vocabulary knowledge among Thai students and to explore the perceptions of both the 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 findings indicate that Kahoot! was more effective in the short-term immediate tests. 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. Furthermore, the students in the experimental group showed greater improvement in receptive vocabulary knowledge compared to productive vocabulary knowledge through the use of Kahoot! In terms of perceptions, both the students and the teacher expressed favorable perceptions toward Kahoot! as a vocabulary learning and teaching tool.
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