Anlly Liseth Martínez Sánchez
anlly72008@hotmail.com
Universidad Laica Eloy Alfaro de Manabí, Manta, Ecuador
Diana Priscila Ordóñez Ordóñez
diany19ord@gmail.com
Ministerio de Edudación, Loja, Saraguro
Mayra Tatiana Medina Revelo
tatimedina10@gmail.com
Unidad Educativa Fiscal Dra. Guadalupe Larriva, Manta, Ecuador
Pamela Carolina Soria Pacheco
pamelacarolinasoria@hotmail.com
Ministerio de Educación, Manta, Ecuador
Verónica Patricia Cevallos Fortis
vercef_25@hotmail.com
Ministerio de Educación, Manta, Ecuador
The impact of using Kahoot on developing EFL ninth- grade students'
vocabulary
Impacto de Kahoot en el desarrollo del vocabulario en estudiantes de inglés de
noveno grado
ISSN-L:3091-1893
10.63803
Gestión editorial
Fecha de recepción (Received): 5 de agosto de 2025.
Fecha de aceptación (Accepted): 20 de agosto de 2025.
Fecha de publicación (Published online): 25 de agosto de 2025.
Vol.1 Num.3- 2025
DOI: https://doi.org/10.63803/prisma.v1n3.20
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
231
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
The impact of using Kahoot on developing EFL ninth- grade students' vocabulary
Impacto de Kahoot en el desarrollo del vocabulario en estudiantes de inglés de noveno grado
Abstract
Keywords
This research analyzes the impact of Kahoot as a technological
resource in vocabulary learning among students of English as a
foreign language. The study was conducted at a public school in the
province of Loja, with the participation of 40 ninth-grade students,
divided into two groups: one received traditional instruction, and the
other used the Kahoot platform. A mixed-method approach
(quantitative and qualitative) was applied, with data collected
through pre-tests, post-tests, and initial and final surveys. The results,
presented in tables, showed that Kahoot facilitated vocabulary
acquisition by providing students with access to various interactive
resources that enhanced their learning. Additionally, participants
reported feeling more motivated and engaged, expressing their desire
to continue using this tool, as it allows them to learn vocabulary in a
dynamic and enjoyable way.
• Kahoot
• Vocabulary
• Students
• Motivation
• Educational technology
Resumen
Palabras clave
La presente investigación analiza el impacto de Kahoot como recurso
tecnológico en el aprendizaje de vocabulario en estudiantes de inglés
como lengua extranjera. El estudio se realizó en un colegio público
de la provincia de Loja, con la participación de 40 estudiantes de
noveno año de Educación Básica, divididos en dos grupos: uno con
clases tradicionales y otro utilizando la plataforma Kahoot. Se aplicó
un enfoque mixto (cuantitativo y cualitativo), recopilando datos
mediante pre-test, post-test, encuestas iniciales y finales. Los
resultados, organizados en tablas, evidenciaron que el uso de Kahoot
facilitó la adquisición de vocabulario, ya que ofreció a los estudiantes
acceso a diversos recursos interactivos que mejoraron su aprendizaje.
Asimismo, los participantes expresaron sentirse más motivados y
comprometidos, manifestando su deseo de seguir utilizando esta
herramienta, pues les permite aprender vocabulario de manera
dinámica y entretenida.
• Kahoot
• Vocabulario
• Estudiantes
• Motivación
• Tecnología educativa
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
232
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Introduction
(Mutjaba & Mustafa, 2013) mentions that ICT is a fundamental element to learning English
vocabulary as a foreign language, as it provides learners with opportunities to facilitate access to
various activities that help students acquire the necessary vocabulary to correctly convey their ideas.
Information and Communication Technologies (ICT) are necessary tools that allow English teachers
to integrate different skills and improve the learning process. According to (Mubarak, 2013), the
utilization of computer technology in English as a Foreign Language (EFL) instruction offers
numerous benefits.
Incorporating technological resources in the English classroom has many advantages that must be
taken into consideration (Harmer, 2007). For example, the significant increase in students’ motivation
as technology helps to increase the student’s interest in learning in an easier and more fun way. This
research project was conducted at Colegio de Bachillerato Manú in Loja, Ecuador, an educational
institution, that offers English as a Foreign Language (EFL) subjects to its students. (Husnanissa,
2019) mentions that vocabulary is such a crucial thing for everyone that needs to be learned to
understand someone else’s utterance.
However, traditional vocabulary teaching methods have shown limited effectiveness in engaging
students and promoting vocabulary acquisition. (Nukus, 2021) states that a wide range of vocabulary
is perceived as an important aptitude for the development of all language skills within
communication, as they are considered to demonstrate intelligence, level of education, and cultural
background. English vocabulary is essential for effective communication since without sufficient
knowledge of words people cannot understand others or express their ideas (Norbbit, 2019). For this
reason, it is crucial that learners master vocabulary since it allows them to express ideas and
understand other people's sayings (Mofareh, 2015).
Further research is needed to explore Kahoot's impact on English vocabulary development among
ninth-grade students at Colegio de Bachillerato Manú. While Kahoot has proven effective in language
teaching, its application in public high schools remains understudied. The study aimed to address the
following research questions: Which vocabulary method, the traditional or Kahoot is more effective
in enhancing vocabulary skills? How effective is Kahoot in enhancing EFL Vocabulary in 9th-grade
students at Colegio de Bachillerato Manú? and What are the perceptions of students about using
Kahoot to enhance EFL vocabulary?
As specified by (Torres, 2021)users should understand three key aspects of Kahoot! Create, Play, and
Share. In the Create phase, users swiftly generate questions or modify templates with multimedia
elements. During Play, setting up groups enhances engagement, with students answering questions
on their devices. In the Share phase, participants can construct and share Kahoot! games for
collaborative learning.
Conforming to (Lin et al., 2018) learning games like Kahoot! can be used to assess whether learning
objectives have been met. As a result, game-based learning activities such as quizzes serve the aim
of reviewing topics given. Learning games can be used to teach a variety of theories, skills, and
behaviors, as well as languages, creativity, and communication.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
233
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Kahoot is a free platform, that teachers can access through the following link https://kahoot.com/ and
create their account. Likewise, (Graham, 2015) argues that discussion Kahoot consists of only one
question with no correct or incorrect response and no points allocated; results are displayed at the end
of the timed answer period and can be utilized to start a debate. The platform allows teachers to create
their own quizzes, use or copy quizzes created by other users, and get a report of the students
evaluated. Students do not need to register, just with a code they can access and participate in the
resource shared by the tutor. According to (Perez et al, 2016) the various stakeholders involved in
this process will find it difficult to carry out this task if they have not received training to enable them
to write down and evaluate learning outcomes properly.
On the other hand, (Llerena & Rodriguez, 2017) explained that when writing questions on this site,
you have several possibilities. Uploading films, photos, and music to excite students' thinking or
simply bring a cheery spirit to the quiz are options. Questions can be timed from 10 to 120 seconds
to allow pupils to select the proper option for the displayed question. Character limits apply to both
the question and the responses. Questions are limited to 80 characters, while replies are limited to 60
characters.
Objectives
General objective
To design and implement a series of interactive Kahoot-based vocabulary activities aimed at
enhancing vocabulary acquisition and retention among ninth-grade students of English as a Foreign
Language (EFL), fostering greater student engagement, motivation, and active participation in the
learning process. This objective seeks to integrate technology meaningfully into the language
classroom to address the limitations of traditional vocabulary instruction and promote a more dynamic
and student-centered learning environment.
Specific objectives
• To create Kahoot activities through a well structure lesson plans for weeks aimed at
enhancing vocabulary acquisition among ninth- grade EFL students, consisting of nine
sessions lasting 45 minutes each over five weeks.
• To apply Kahoot activities plan targeting specific vocabulary learning objectives
identified for ninth grade EFL students.
• To evaluate the effectiveness of the Kahoot intervention in improving the vocabulary of
the ninth grade EFL students, utilizing pre-test and post-test assessments conducted within
the intervention period.
• To explore ninth-grade EFL students' perceptions and experiences regarding the use of
Kahoot for vocabulary development utilizing post surveys and interviews after the
intervention period.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
234
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Justification
This research is justified by the urgent need to enhance the teaching and learning of vocabulary among
EFL (English as a Foreign Language) students through innovative and engaging strategies.
Traditional methods often fail to captivate students or address the diverse learning needs present in
today's classrooms, particularly in public educational institutions where resources and instructional
time are limited. Vocabulary is a foundational component of language proficiency, and a lack of
vocabulary knowledge directly hinders students' ability to communicate effectively, comprehend
texts, and engage in meaningful interactions in English.
In this context, the integration of technological tools such as Kahoot offers a promising alternative to
traditional instruction. Kahoot promotes interactive, game-based learning environments that stimulate
student motivation, participation, and retention. Given the increasing digitalization of education and
the growing relevance of ICTs (Information and Communication Technologies) in pedagogical
practices, it is essential to explore tools that align with 21st-century educational demands.
By investigating the impact of Kahoot, this study seeks to generate empirical evidence on how
technology can support vocabulary acquisition and foster greater engagement among EFL learners at
the secondary level. The outcomes of this research can provide valuable insights for language
teachers, curriculum designers, and school authorities such as the Rector, supporting informed
decision-making regarding the adoption of innovative tools in the classroom. Additionally, (Alfadil,
2020) added that an effective vocabulary acquisition method in the learning process could be engaged
to improve vocabulary acquisition and go beyond previous methods to enhance the degree of
achievement in classroom, the study contributes to ongoing discussions in the field of language
education, aligning with institutional and national efforts to improve English instruction through
applied educational technologies.
As a consequence, (Velasco & Tuarez, 2021) manifests in the application of teaching, activities
unrelated to the use of gamification methodology are proposed, since it is contradictory that teachers
are familiar with this teaching methodology but may not know how to apply it in the classroom, and
most students have no idea what it is or its benefits.
Methodology
This investigation applied a mixed-method action research technique to investigate how Kahoot can
help EFL students at the A1 level improve their vocabulary learning. A five-week intervention
utilizing a game-based learning technique was used in this research, which involved ninth-grade
students at Colegio de Bachillerato Manú in Loja, Ecuador. Action research phases were followed in
the technique, which began with problem identification through classroom observation and proceeded
to planning, execution, and reflection.
An experimental group (Class A) and a control group (Class B) of 20 students respectively were
formed from the participants. While the control group received conventional education, the
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
235
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
intervention group used Kahoot to learn vocabulary. Pre-tests and post-tests were employed to
evaluate vocabulary knowledge, pre- and post-surveys were utilized to determine how people felt
about learning using technology, and student interviews were conducted to get qualitative
information.
Both quantitative and qualitative methods were used in the data collection process. Descriptive
statistics and comparative analysis were used to examine quantitative data from tests and surveys.
Thematic analysis was used to assess qualitative information from interviews. To integrate findings
and improve the validity of the results, a triangulation technique was used. Through features like
gamification, collaborative learning, and real-time evaluation, the operationalization of variables
made it possible to measure the independent variable (Kahoot usage) and the dependent variable
(vocabulary knowledge) in an organized manner. By securing approval from academic supervisors
and preserving confidentiality and voluntary participation, the study maintained ethical norms.
Results
Pre-Test
Considering the analysis of the pre-test. It is worthy to remark that the results were examined
considering the students’ knowledge in terms of word form, meaning, and use. Aspects that were
graded considering the Education Ministry's four valid domains in mind: Domain= 9-10; Reach = 7-
8; Proximal reach
= 5- 6.9; Do not reach = 1- 4.9.
Figure 1
Vocabulary pre-test: Form of the words
Note. statistical data exposing: Domain, Reach, Proximal reach, Do not reach
10%
7%
23%
60%
FORM OF THE WORDS
Domain Reach Proximal Do not reach
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
236
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
The results in figure 1 shows that a 45% of students did not reach the ability to write words correctly
by considering its form. This result was owning to spelling problems, a feature that revealed the
incapacity of the participants to place letters in the right order to create coherent and understandable
words.
Figure 2
Vocabulary pre-test: Meaning of the words
Note. statistical data exposing: Domain, Reach, Proximal reach, Do not reach
Figure 2 discloses the students’ knowledge of the meaning of the vocabulary before the intervention.
According to the results displayed in this graphic, a vast majority of students (45%) lacked a broad
vocabulary, making it difficult for them to decode the meaning of the words to successfully complete
the activities.
15%
10%
45%
30%
MEANING OF THE WORDS
Domain Reach Proximal Do not reach
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
237
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Figure 3
Vocabulary pre-test: Use of the words
Note. statistical data exposing: Domain, Reach, Proximal reach, Do not reach
Bearing in mind the students’ ability to use the words correctly considering a given context, figure 3
shows that a 45% of the learners did not reach this ability, evidencing sentences where the vocabulary
usage was not suitable with the provided context. This result was owning to the incapacity of the
participants to analyze a situation to choose the correct word.
Results Obtained: Analysis of the Research Questions
To answer the research questions "Which vocabulary method, the traditional or Kahoot, is more
effective in enhancing vocabulary skills?" and "How effective is Kahoot in enhancing EFL
Vocabulary in 9th-grade students at Colegio de Bachillerato Manú?" the following results were
obtained from the pre-test and post-test (after the intervention) applied to an intervention group with
Kahoot and a control group with traditional classes:
Table 1
Pre-test and Post-test mean outcomes.
Pre - Test and Post Test Results
Test
Classes without Kahoot
Classes with Kahoot
Pre - Test
7.80
7.00
Post - Test
8.00
9.50
C. of variation
1.80
2.50
Note. Elaborated by Martinez and Ordonez (2024)
5%
15%
35%
45%
USE OF THE VOCABULARY
Domain Reach Proximal Do not reach
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
238
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
During the pre-test phase, neither the control nor the intervention group used Kahoot to improve their
vocabulary. The control group, which used traditional procedures, obtained a mean score of 7.80. In
contrast, the intervention group, in which Kahoot was subsequently included for vocabulary
instruction, obtained a slightly lower pre-test score of 7.00. This shows that students in the
intervention group started from slightly lower levels of vocabulary ability than their peers in the
control group.
In the post-test phase, significant differences appear between the control and intervention groups. In
the control group, which did not use Kahoot, the mean score climbed slightly from 7.80 in the pre-
test to 8.00 in the post-test. This implies a small gain in language abilities among students who only
used traditional approaches. In contrast, the intervention group, which included Kahoot, had a
significant increase in mean score from 7.00 in the pre-test to an outstanding 9.50 in the post-test.
This huge rise demonstrates the remarkable improvement in vocabulary abilities among students
actively participating in Kahoot-based activities.
Furthermore, the coefficient of variation offers information on the variability of results within each
group. The coefficient of variation in the control group, which used traditional methods, was 1.80,
showing that students' vocabulary scores varied moderately. In contrast, in the intervention group,
where Kahoot was used, the coefficient of variation was higher at 2.50, indicating that scores varied
more among students who engaged in Kahoot activities.
Post-survey analisis
Table 2
Statement: Kahoot was easy to use when developing the activities.
Answers
Frequency
Percentage
Strongly agree
15
75%
Agree
5
25%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 2 presents the results of the post-survey question regarding the ease of use of Kahoot for
developing activities. Most students, 75%, strongly agreed that Kahoot was easy to use for this
purpose, while 25% agreed with the statement. Interestingly, no students disagreed or strongly
disagreed, indicating a high level of consensus among participants regarding the user-friendliness of
Kahoot for activity development. These results suggest that students found Kahoot to be a convenient
and accessible tool for creating learning activities, which may have positively influenced their overall
perception of using Kahoot to enhance EFL vocabulary.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
239
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Table 3
Statement: The use of Kahoot helped me to learn EFL vocabulary.
Answers
Frequency
Percentage
Strongly agree
13
65%
Agree
7
35%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 3 illustrates that the majority of students, comprising 65%, strongly agreed that Kahoot aided
them in learning EFL vocabulary, while 35% agreed with the statement. Notably, no students
disagreed or strongly disagreed, indicating unanimous consensus among participants regarding the
beneficial role of Kahoot in vocabulary learning. These findings suggest that students perceived
Kahoot as an effective tool for enhancing their vocabulary acquisition, reflecting positively on the
effectiveness of Kahoot as a pedagogical resource in EFL instruction.
Table 4
Statement: Kahoot was a creative resource to learn EFL vocabulary.
Answers
Frequency
Percentage
Strongly agree
11
55%
Agree
9
45%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 4 portrays the findings from the post-survey question regarding the perception of Kahoot as a
creative resource for learning EFL vocabulary after the intervention. The data indicate that most
students, comprising 55%, strongly agreed that Kahoot was a creative resource for learning EFL
vocabulary, while 45% agreed. Notably, none of the students disagreed or strongly disagreed,
showcasing unanimous consent among participants regarding the creativity of Kahoot in vocabulary
learning. These results underscore the effectiveness of Kahoot as an innovative and engaging tool in
facilitating vocabulary acquisition in EFL education.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
240
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Table 5
Statement: I received immediate feedback from teachers when using Kahoot
Answers
Frequency
Percentage
Strongly agree
14
70%
Agree
6
30%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 5 indicates that a significant majority, comprising 70% of the participants, strongly agreed that
they received immediate feedback from teachers when utilizing Kahoot. Additionally, 30% of the
students agreed with the statement. Notably, none of the respondents expressed or strongly disagreed,
indicating unanimous consensus among the participants regarding the prompt feedback provided by
teachers during Kahoot sessions. These results emphasize the effectiveness of Kahoot in facilitating
real-time feedback, contributing to an interactive and engaging learning experience for students.
Table 6
Statement: I had a clear understanding of my own learning progress during the intervention.
Answers
Frequency
Percentage
Strongly agree
9
45%
Agree
11
55%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 6 shows the post-survey results completed following the Kahoot interaction with students.
According to the statistics, a sizable majority, 55%, agreed, with 45% strongly agreeing that they had
a clear comprehension of their learning progression. Surprisingly, no participants voiced dissent or
significant disagreement. These findings indicate that the Kahoot intervention improved students'
perceptions of their learning progress, implying that they could successfully track and grasp their
achievements during the intervention.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
241
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Table 7
Statement: The use of games made learning fun and interactive for me.
Answers
Frequency
Percentage
Strongly agree
16
80%
Agree
4
20%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 7 shows, a large majority of respondents, 80%, strongly agreed that using games made learning
more enjoyable and participatory. Meanwhile, the remaining 20% agreed with the sentiment.
Fortunately, no one expressed dissent or significant disagreement. These findings imply that
including games like Kahoot significantly increased students' involvement and pleasure in the
learning process, producing a pleasant and engaging teaching atmosphere.
Table 8
Statement: I liked the variety of activities that Kahoot had to learn vocabulary.
Answers
Frequency
Percentage
Strongly agree
11
55%
Agree
9
45%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 8 shows that most respondents (55%), strongly agreed that they enjoyed the range of activities
provided by Kahoot. Additionally, 45% of interviewees concurred with this opinion. Notably, no
respondents voiced dissent or serious disagreement with the statement. These findings show that
students evaluated Kahoot as a platform that provided various interesting vocabulary learning
exercises, emphasizing its usefulness in delivering various learning experiences to accommodate
different learning preferences and styles.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
242
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Table 9
Statement: I felt highly engaged during the program/intervention.
Answers
Frequency
Percentage
Strongly agree
14
70%
Agree
6
30%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 9 in the findings shows that a large majority of respondents, 70%, strongly agreed that they felt
very engaged during the intervention con Kahoot. Furthermore, 30% of respondents agreed with this
opinion. Notably, no respondents voiced dissent or serious disagreement with the statement. These
data indicate that the Kahoot intervention significantly increased student engagement, highlighting
its usefulness in increasing active involvement and interest in the learning process.
Table 10
Statement: I felt motivated when using Kahoot.
Answers
Frequency
Percentage
Strongly agree
11
55%
Agree
9
45%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
Table 10 According to the findings, a considerable majority of respondents (55%), strongly agreed
that they felt driven when using Kahoot. Furthermore, 45% of participants concurred with this
assertion. Notably, no respondents voiced disagreement or severe disagreement. These data show that
the use of Kahoot effectively inspired motivation among students, implying that it had a role in
increasing their engagement and interest in learning activities.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
243
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
Table 11
Statement: I would like to continue learning EFL vocabulary through Kahoot.
Answers
Frequency
Percentage
Strongly agree
16
80%
Agree
4
20%
Disagree
0
0%
Strongly Disagree
0
0%
Total
20
100%
Note. Elaborated by Martinez and Ordonez (2024)
In table 11 the results show a high level of enthusiasm among respondents, with 80% strongly
agreeing that they would like to continue learning EFL vocabulary using Kahoot. Furthermore, 20%
of the participants agreed with the assertion. Notably, none of the respondents disagreed or strongly
disagreed, indicating a unified willingness to continue using Kahoot as a tool for vocabulary
development. These data illustrate Kahoot's efficacy in keeping students interested and committed to
learning English vocabulary.
Discussion
According to (Ghazal, 2007) vocabulary learning is one of the major challenges foreign language
learners face during the process of learning a language. The integration of digital tools such as Kahoot
into the EFL classroom has redefined traditional vocabulary instruction by introducing an engaging,
interactive, and student-centered learning environment. This study highlights the considerable impact
that Kahoot has on the vocabulary acquisition of ninth-grade students, especially in terms of spelling
accuracy, word retention, and student motivation.
One of the most significant findings is the enhancement of spelling and word recognition skills. The
game-based format of Kahoot transforms routine drills into competitive, time-sensitive activities that
require students to think quickly and accurately. This promotes form-focused learning, where learners
unconsciously internalize correct word structures through repetition and immediate feedback.
Furthermore, Kahoot contributes to long-term vocabulary retention. Unlike passive memorization
techniques, Kahoot fosters active retrieval practice—a cognitive process proven to strengthen
memory. By encountering words in varied formats (e.g., definitions, multiple-choice, fill-in-the-
blank), students reinforce their understanding across different contexts.
From a motivational standpoint, Kahoot serves as a powerful catalyst for engagement. Gamification
introduces elements of fun, collaboration, and positive competition, which are often lacking in
conventional classroom settings. This shift is particularly impactful for EFL learners, who may
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
244
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
otherwise find language learning daunting or monotonous. When students are emotionally engaged,
their intrinsic motivation increases, which in turn fosters a deeper commitment to learning.
Moreover, the immediate feedback provided by Kahoot allows for real-time formative assessment,
enabling teachers to quickly identify gaps in vocabulary knowledge and adjust instruction
accordingly. This aligns with differentiated instruction principles and supports more inclusive
educational practices, especially beneficial in classrooms with diverse learning needs.
In sum, the implementation of Kahoot goes beyond mere entertainment. It aligns with constructivist
and communicative language teaching approaches, encouraging learners to construct knowledge
actively and socially. Its impact on vocabulary development is both measurable and meaningful,
offering a practical model for integrating technology in EFL pedagogy.
Conclusion
The usage of Kahoot considerably enhanced students' ability to write words correctly in terms of
form, with the vast majority improving above pre-test scores. This progress is due to Kahoot's
gamified approach, which turns spelling exercises into interesting games. Additionally, Kahoot's fast
feedback function enables students to quickly learn from their mistakes, emphasizing appropriate
spelling and efficiently improving spelling abilities.
Students principally enjoyed Kahoot, seeing it as a useful and entertaining tool for vocabulary
development. They like Kahoot's engaging and enjoyable character, competitive components, and the
range of activities available. Students also felt motivated, interested, and confident when using
Kahoot, which they attributed to the platform's gamified approach and rapid feedback aspects.
Despite significant technical problems and restrictions in technological accessibility, such as limited
computer access and internet connectivity concerns, students showed a strong willingness to continue
utilizing Kahoot for vocabulary acquisition.
It is suggested that teachers and students must be conscious of the importance of using technology
tools in their classes since it allows English teachers to integrate a variety of interactive activities that
can be adapted according to the student's needs and learning strategies.
Teachers are recommended to use technology in the classroom since opens up new possibilities for
learning EFL vocabulary, in the same way, ICT provides the teachers with a variety of technological
resources that contribute positively to the learning process.
It is recommended that teachers look for innovative technological tools to motivate students in class
and build up their vocabulary learning such as Kahoot, which is one of the resources that help students
feel motivated to learn and practice vocabulary.
Prisma Journal. Revista de Ciencias Sociales y Humanidades
www.prismajournal.org
ISSN-L: 3091– 1893
DOI: 10.63803
245
© Prisma Journal 2025 | Vol. 1 – Núm. 3 | ISSN: 3091-1893 | pp 231–245 | Licencia CC BY 4.0
References
Alfadil. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers
& Education , 153.
Ghazal. (2007). Learning Vocabulary in EFL Context ThroughtVocabulary Learning Strategies.
ResearchGate, 1(2),, 84-91. .
Graham. (2015). Getting into Kahoot!(s): Exploring a Game- Based Learning System to Enhance Student
Learning. LOEX Quarterly,. TechMatters: , 42(4), 6-7.
Harmer, J. (2007). How to teach english (Second ed.). England: Person Educational Limited.
www.academia.edu: Obtenido de
https://www.academia.edu/29550207/How_to_Teach_English_2nd_Edition_Jeremy_Harmer
Husnanissa, A.
Husnanissa. (2019). MEASURING ENGLISH STUDENTS’ VOCABULARY SIZE. Munaqosah, 29-50.
Lin et al. (2018). Kahoot! It: Gamification in Higher Education. Pertanika,. Obtenido de
http://www.pertanika.upm.edu.my/, 26(1), 565-582.
Llerena, & Rodriguez. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom.
Obtenido de https://revistapublicando.org/revista/index.php/crv/article/view/673/pdf_4 78, 12(1).
Mofareh. (2015). THE IMPORTANCE OF VOCABULARY IN LANGUAGE. International Journal of
Teaching and Education, 3(3), 1-14. .
Mubarak. (2013). The use of computer technology in EFL classroom: Advantages and implications.
International Journal of English Language & Translation Studies, I(1),, 44-51. .
Mutjaba, & Mustafa. (2013). The Use of Computer Technology in EFL Classroom: Advantages and
Implications. International Journal of English Language & Translation Studies, I,, 44-51.
Norbbit. (2019). Understanding vocabulary acquisition, instruction, and. Cambridge University Express,
261-274.
Nukus. (2021). The Definition of Vocabulary and Behaviorist Learning Theory. . Karakalpak State
University, , 168-170. .
Perez et al. (2016). The learning outcomes in the study program format of school subjects belonging to the
General Training Area at UJAT: A syntactic and semantic analysis. Perspectivas docentes 60.
Torres. (2021). Kahoot! and Quizlet as a scaffolding strategy enhance english language vocabulary among
Ket preparation students at English speak up center, afternoon session in the Loja city during 2020–
2021 school year. . Loja: Universidad Nacional de Loja.
Velasco, & Tuarez. (2021). Uso de la gamificación en entornos virtuales como herramienta de aprendizaje de
las áreas curriculares en estudiantes de educación básica superior. Dominio de las Ciencias, 7(6),
1031-1047.
