USING KAHOOT TO IMPROVE READING COMPREHENSION OF ENGLISH AS A FOREIGN LANGUAGE LEARNERS


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Korkmaz S.

International Online Journal of Education and Teaching , vol.8, no.2, pp.1138-1150, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 8 Issue: 2
  • Publication Date: 2021
  • Journal Name: International Online Journal of Education and Teaching
  • Journal Indexes: EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.1138-1150

Abstract

With the advent of technology over the past decade, teachers have started to incorporate live games into second or foreign language (L2) teaching to create an active learning environment and thus keep learners engaged in learning tasks. The present study reports on the findings of an investigation into the impact of the online “Kahoot!” game on improving reading comprehension of English as a foreign language (EFL) learners. The participants of the study included a total of 38 undergraduate students studying in an English department at a major state university in Turkey. Data were collected using EFL learners’ reading quiz scores and the attitudes towards Kahoot questionnaire. Findings of the study indicated that there was a significant increase in learners’ reading scores after seven weeks of intervention incorporating reading questions. The participants’ answers to survey along with the open-ended questions also revealed that they not only had positive attitudes towards the Kahoot game but also made significant gains, particularly in vocabulary. Overall, findings suggest that Kahoot motivates EFL learners, thereby enhancing their ability to comprehend various reading materials.