Student Perceptions of Kahoot as a Gamification Tool for English Vocabulary Learning in EFL High School Students

Abstract

DOI: https://doi.org/10.46296/rc.v9i17.0427

ABSTRACT

This study analyzes students’ perceptions of the use of Kahoot as a gamification tool to promote English vocabulary learning as a foreign language among second-year high school students at Unidad Educativa Olmedo in Ecuador. The research emerges in response to persistent challenges in English language teaching in public educational institutions, particularly those related to student motivation and vocabulary retention. The main objective of the study was to determine students’ perceptions regarding the impact of Kahoot on the comprehension and learning of English vocabulary. A quantitative approach with a descriptive design was employed. The sample consisted of 119 students who completed a structured questionnaire using a Likert-type scale administered through Google Forms. The instrument evaluated aspects related to motivation, classroom participation, vocabulary comprehension, and the perceived usefulness of the digital tool. The results reveal a positive perception of Kahoot as a teaching resource, highlighting increases in motivation, student participation, and the ability to recall English vocabulary. Additionally, some limitations were identified, mainly related to access to technological devices and internet connectivity. It is concluded that the incorporation of gamification tools such as Kahoot can significantly improve the vocabulary learning experience in English, fostering more dynamic and interactive educational environments that align with the digital context in which today’s students develop.

Keywords: gamification; Kahoot; vocabulary learning; English as a foreign language (EFL); secondary education.