Kahoot! in Korean university EFL: Is it effective for vocabulary learning?

Abstract

Enthusiasm for mobile-assisted language learning (MALL) in EFL classrooms at Korean universities is substantial and growing among both instructors and students. The question of how effective MALL is for English learning, however, remains largely unanswered. This pilot study seeks to explore the efficacy of the mobile application Kahoot! while simultaneously evaluating the implementation of the application through the eyes of the instructors who use the program. This study uses a mixed-methods quasi-experimental design incorporating inferential statistics, which are complemented by survey and focus group methodology for qualitative analysis. While the experimental group showed a marked increase in vocabulary knowledge, the differences failed to be statistically significant for this small sample size and short duration. However, the instructors provided critical insights into the use of Kahoot! in the EFL classroom that will improve pedagogy and guide additional and more rigorous future research.