The implementation of the Student Response System (SRS) Kahoot! in EFL classes and its effects on reading comprehension
Article Sidebar
Main Article Content
Abstract
Improvement of teacher-student class interaction has been obtaining greater progresses thanks to technological development with the addition of practical resources and modern facilities in educational institutions. The use of game-based response systems for enhancing language skills inside an EFL classroom has reported benefits mainly for certain particular skills like grammar and sentence structuring. In this study, the online gaming platform Kahoot! was used specifically for enhancing the reading comprehension skill through a period of nearly three months on students of A2 level from Universidad de Cuenca in Ecuador. The intervention of the Kahoot! website focused on the comprehension and remembering of specific details by means of quizzes. The research design of this study used a mixed-method based on the Hypothetico-Deductive approach to research and data collection instruments, as well as their further analysis and interpretation. Pre and posttests were used in order to compare the results before and after the methodology. The outcomes revealed a statistical improvement with favorable effects regarding the pre and posttests and also a general learner acceptance towards the stated methodology. Further research is suggested on the use of Kahoot! for reading comprehension improvement purposes and its continuous use as a supporting tool for remembering specific details of texts, together with other subskills which could possibly be benefitted from this methodology in the field of EFL instruction.
Downloads
Article Details
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Syad Azhar (2005). Function and Benefits of Learning Media, 15-16. June 13, 2018, from https://educationlearning.wordpress.com/2009/01/16/function-and-benefits-of-learning-media/
Bernal, C. (2010). Metodología de la Investigación, (3ª ed.) Bogotá, Colombia: Pearson
Bicen, H. & Kocakoyun (2018). Perception of Students for Gamification Approach: Kahoot as a Case Study. iJET , 13, 72. http://dx.doi.org/10.3991/ijet.v13i02.7467
Cheung, A., & Slavin, R. (2012). How features of educational technology programs affect student reading outcomes: a meta-analysis. Educational Research Review, 7(3), 198– 215. http://dx.doi.org/10.1016/j.bbr.2011.03.031
Chotimah, Ima Chusnul, and Muhammad Farhan Rafi. 2018. “The effectiveness of using kahoot as a media in teaching reading.” Jurnal ELink 5(1):19. https://doi.org/10.30736/ej.v5i1.44
Cojocnean, D. (2016). Factors determining students’ low usage of mobile tools in their English vocabulary learning. Porta Linguarum, Monograph, 1, 31–43.
Cronquist, K. & Fiszbein, A. (2017). English Language Learning in Latin America. Retrieved from https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America- Final-1.pdf
Cutts, Q., Kennedy, G., Mitchell, C., & Draper, S. (2004). Maximizing dialogue in lectures using group response systems. CATE
Dellos, R. (2015). Kahoot! A Digital Game resource for learning. International Journal of Instructional Technology and Distance Learning, Vol 12 (4), 49-52.
Duman, G., Orhon, G., & Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287
EF EPI (2019). EF English Proficiency Index – EF Education First. English and Society. Retrieved from: https://www.ef.com.ec/epi/regions/latin-america/ecuador/
Gheitasi, P. & Lindgren, E. (2015). Broadening the understanding of the language classroom: Mixed Methods. In Lindgren, E. & Enever, J. (Eds.), Språkdidaktik: Researching Language Teaching and Learning (pp. 21 –30). Umeå: Umeå University. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107666
Gilmanova, A., Nikitina, S., & Khasanova, N. (2016). Using authentic literature to teach reading at EFL classes. (2016), 8. http://www.ijhcs.com/index.php/ijhcs/index
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Gunn, B., Smolkowski, K., Biglan, A., Black, C., & Blair, J. (2005). Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students. The Journal of Special Education, 39(2), 66–85. http://doi.org/10.1177/00224669050390020301
Heyer, S. (1996). True Stories in the News: A Beginning Reader (2nd edition). Addison Wesley Longman Publishing Company.
Hou, Y. (2018). Integration of Kahoot into EFL Classroom. In C. Stephanidis (Ed.), HCI International 2018 – Posters’ Extended Abstracts (Vol. 852, pp. 31–37). https://doi.org/10.1007/978-3-319-92285-0_5
Huang, S. (2015). Mixed-method research on learning vocabulary through technology reveals vocabulary growth in second-grade students. Reading Psychology, 36(1), 1–30. https://eric.ed.gov/?id=EJ1042778
Lin, Debbita Tan Ai, and Manjet Kaur. (2018). “Kahoot! It: Gamification in Higher Education.” 18. https://www.researchgate.net/publication/320182671_Kahoot_It_Gamification_in_Higher_Education
Ismail, M. & Mohammad, J. (2017). Kahoot: A promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26. https://doi.org/10.21315/eimj2017.9.2.2
Kondal, B., & Prasad, V. (2016). Developing Language Skills Through MALL Among the Professional Students. 4(4), 6. https://www.researchgate.net/publication/294260160_Developing_Language_Skills_through_MALL_among_the_Professional_Students
Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis, (Ed.) Implicit and explicit learning of languages (p. 45-77). London: Academic Press
Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann.
Krashen, S. (2004). The power of reading. Portsmouth, NH: Heinemann and Westport: Libraries Unlimited.
Krashen, S. (2009). Principles and Practice in Second Language Acqusition. Oxford: Pergamon Press.
Krashen, S. (2018). The Conduit Hypothesis: How Reading Leads to Academic Language Competence Language. Retrieved from http://www.sdkrashen.com/content/articles/2018_the_conduit_hypothesis.pdf
Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., & Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007-480). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Lee, C. (2017) The Research on the Learning Effect by integrating an Online Instant Response System into Earth Science Teaching-A Case Study for the Middle School Students from the Rural Area. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Lee, K. (2008) Webquests in the english classroom: how do they affect student learning? Retrieved from https://cdr.lib.unc.edu/indexablecontent/uuid:1f08f80a-492f-44e6-b5ec-6971541ecce7
Licorish, S., Owen, H., Daniel, B., & George, J. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9–31. https://doi.org/10.1186/s41039-018-0078-8
Lieberman, D. What can we learn from playing interactive games? In: Vorderer, P., Bryant, J. (eds.) Playing Video Games: Motives, Responses, and Consequences, pp. 379– 397.
Lin, T. (2016). The Effect of Integrating Feedback and Signaling Design with Tablet IRS on College Students’ Situational Interest and Attention. Unpublished master’s thesis, National Chiao Tung University, Hsinchu, Taiwan
Lysenko, L., & Abrami, P. (2014). Promoting reading comprehension with the use of technology. Computers and Education, 75, 162–172. https://doi.org/10.1016/j.compedu.2014.01.010
Mackay, S. (2010). Researching Second Language Classrooms. New York: Routledge.
Medina, E., & Hurtado, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441–449.
Mikhailov, S. (2001). Retrieved August, 2019, from http://www.ababasoft.com: http://www.ababasoft.com
Morgan, D. (1997). Focus groups as qualitative research (London: Sage).
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00–4754). Retrieved from. National Institute of Child Health & Human Development Website http://www.nichd.nih.gov/publications/pubs/nrp/ pages/report.aspx.
Pede, J. (n.d.) “The Effects of the Online Game Kahoot on Science Vocabulary Acquisition.” 51.
Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95,667–686. http://dx.doi.org/10.1037/0022-0663.95.4.667
Qiu, M., & Bai, Z. (2013, March). http://219.142.121.14:8801/lunwen/files/ Papers/papergccce/141. pdf. Retrieved August, 28, 2019, from http://219.142.121.14:8801/.
RAND Reading and Study group (2002). Reading for Understanding. Toward an R&D Program in Reading Comprehension. https://www.rand.org/pubs/monograph_reports/MR1465.html
Reynolds, R., Taylor, M., Steffensen, M., Shirey, L., & Anderson, R. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 17(3), 353–366. https://doi.org/10.2307/747524
IEduNote (2017). Seven Reading Techniques for Increasing Learning & Knowledge. https://www.iedunote.com/reading-techniques
Shanahan, T. (2005). Learning Point Associates/North Central Regional Educational Laboratory. Chicago: University of Illinois.
Snow, C. (2002). Reading for Understanding. Toward an R&D program in Reading Comprehension. RAND Reading Study Group. Science and Technology Policy Institute.
Subramaniam, K. (2012). How webquests can enhance science learning principles in the classroom. Clearing House, 85(6), 237-242. http://dx.doi.org/10.1080/00098655.2012.698323
Wang, A., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European conference on game-based learning, reading (pp. 737–748). Reading, UK.
Wang, C. (2016). The Design and Implementation of Team-Game-Tournament with Instant Feedback System into a University Course. Unpublished master’s thesis, Tamkang University, New Taipei City, Taiwan.
Wang, Y. (2017). The effectiveness of integrating teaching strategies into IRS activities to facilitate learning: Interactive response system interventions. Journal of Computer Assisted Learning, 33(1), 35-50. https://doi.org/10.1111/jcal.12164
Wash, P. D. (2014). Taking advantage of mobile devices: Using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99–101. https://doi.org/10.14434/jotlt.v3n1.5016
Wells, J. (2011). Motivate students to engage in word study using vocabulary games. Intervention in School and Clinic, 45-49.
Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through intervention of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.
Wolf-Wendel L., Ward K. and Kinzie J. (2009) A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development 50(4): 407–28. http://www.dx.doi.org/10.1353/csd.0.0077
Yang, T. (2017). An Elementary Educational Study on Chinese Stroke Real-Time Response System. Unpublished master’s thesis, National Taichung University of Education, Taichung, Taiwan.
Young, E. (2005). The Language of Science, the language of students: Bridging the gap with engaged learning vocabulary strategies. Science Activities, 42(2),12-17.
Zimmerman, B. & Schunk, D. (2011). Self-regulated learning and performance: an introduction and overview. In
B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self- regulation and performance (pp. 1–12). New York: Routledge.
Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.