Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica
DOI:
https://doi.org/10.54855/ijli.25431Keywords:
Gamification, Kahoot!, Motivation, French as a foreign language, JamaicaAbstract
Gamification is a pedagogical tool that has brought much value to teaching and learning, including foreign languages (FLs), and serves to keep students engaged and motivated. Tools such as Kahoot! have gained much traction in FL contexts, with many studies focusing on their relation to learner enthusiasm and participation. However, the available data focuses primarily on the role of the teacher. The authors sought to gain students’ perspectives of Kahoot! in online French classes and the role of the instructor in the process. Sixteen undergraduate students at the University of Technology, Jamaica responded to a questionnaire. The study used a mixed-methods research design. Qualitative content analysis was employed to analyze the qualitative data, while descriptive statistics were used to analyze the quantitative data. Major findings reveal that Kahoot! is beneficial to FL learning, as it helps to improve students’ vocabulary, grammar, pronunciation, and cultural competence. Kahoot! also aids in the application, retention, and reinforcement of knowledge. However, technical and internet connectivity issues can impact the game’s flow. The teacher is responsible for preparing and facilitating the game strategically, as well as reviewing the answers with the students in a manner that promotes metacognition.
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