The impact of using Kahoot on developing EFL ninth- grade students' vocabulary

Anlly Liseth Martínez Sánchez; Diana Priscila Ordóñez Ordóñez; Mayra Tatiana Medina Revelo; Pamela Carolina Soria Pacheco; Verónica Patricia Cevallos Fortis

doi:10.63803/prisma.v1n3.20

Authors

Anlly Liseth Martínez Sánchez Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0009-0006-9125-0479
Diana Priscila Ordóñez Ordóñez Ministerio de Educación del Ecuador Author
Mayra Tatiana Medina Revelo Unidad Educativa Fiscal Dra. Guadalupe Larriva Author https://orcid.org/0009-0002-5159-5844
Pamela Carolina Soria Pacheco Ministerio de Educación del Ecuador Author https://orcid.org/0000-0002-3399-2398
Verónica Patricia Cevallos Fortis Ministerio de Educación del Ecuador Author

DOI:

https://doi.org/10.63803/prisma.v1n3.20

Keywords:

Kahoot, Vocabulary, Students, Motivation, Educational technology

Abstract

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.

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