University students’ perceptions in Kahoot!-integrated game-based EFL classes

In today's digital landscape, students' lives are profoundly shaped by constant interaction with digital materials. In response, educators persistently seek innovative approaches to enhance educational practices. This research centers on unraveling the perceptions of English as a Foreign Language (EFL) students utilizing Kahoot! for language acquisition. A questionnaire was conducted to investigate students' perceptions regarding Kahoot! implementation in EFL classes, the role of Kahoot use in enhancing student motivation, and the effectiveness of using Kahoot in the language classroom. The study engaged 120 university-level EFL students, of whom 72 volunteers responded to the questionnaire. This survey was conducted among students who utilized Kahoot! throughout the semester, as the game-based tool was seamlessly integrated into the language learning curriculum in the North Cyprus context at the higher education level. Quantitative data was collected through an online questionnaire and evaluated using a four-point Likert scale. The findings illuminated students' positive perceptions of Kahoot!, underscoring its capacity to amplify motivation and engagement. The research proposes that dynamic tools like Kahoot! hold the potential to fashion an interactive, motivational, and effective milieu for language acquisition. These implications echo across curriculum development, technology fusion, and decision-making for educators and education administrators alike. By attaching the advantages of game-based learning platforms such as Kahoot!, educators can cultivate a more captivating and productive language learning atmosphere.

Keywords:

Game-based learning, Kahoot!, university, EFL students, student perception motivation, educational technology,

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