Abstract
This study aims to reveal the effect of the gamified response system, Kahoot!, on attitude towards the EFL course, motivation and exam anxiety. For this purpose, an embedded mixed design, in which quantitative and qualitative methods used together, was preferred. The study group consist of 88 ninth grade vocational high school students. Before the experiment, attitude, motivation and exam anxiety scales were applied to the experimental and control groups as pre-test. At the end of the experiment process; attitude, motivation and exam anxiety scales were conducted as post-tests to the experimental and control groups. In addition, the views of randomly selected students from the experimental group on Kahoot! application was examined. The results revealed that Kahoot! significantly increased the attitude towards the EFL course. Kahoot! increased EFL learning motivation and decreased exam anxiety, but this was not significant. Finally, it was revealed that the students thought Kahoot! as funny.
Highlights
The rapid change in instructional technologies enables the emergence of new teaching techniques in language teaching
Research Design This study aims to examine the effect of Kahoot!, a gamified online response system, on students' exam anxiety, motivation, and attitudes
In this study, it is aimed to examine the effect of the online response system Kahoot! application, which was applied in the ninth grade English as a foreign language (EFL) course in vocational high school, on students' motivation, attitudes and exam anxiety towards the course, as well as student views on these activities they experienced
Summary
The rapid change in instructional technologies enables the emergence of new teaching techniques in language teaching. Figueroa Flores (2015) argues that foreign language teachers need new strategies to increase students' motivation and interest in foreign language teaching. Many researchers like Flores support the use of technology in education to make learning meaningful. Having a progressive view on the meaningful use of technology in education, Prensky (2001) states that children have the Sercanoğlu, Bolat & Göksu digital language of the internet, computer, and video games. They spend most of their time with games and argue that students' learning should be supported. They spend most of their time with games and argue that students' learning should be supported. Kessler (2018) suggests that technology should be included in education for effective learning because it has become difficult to motivate students with traditional methods (Premarathne, 2017)
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