Trang 1 THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES TEACHERS'''' AND STUDENTS'''' ATTITUDE TOWARD THE USE OF KAHOOT IN TEACHING AND LEARNING ENGLISH FOR GRADE 10 AT TRINH HOAI DUC HIG
INTRODUCTION
Background of the research
English language teaching and learning is rapidly evolving, and new advancements in educational technology offer opportunities to improve instructional methods for educators and enhance student learning experiences Kahoot! is a popular educational technology platform that provides an interactive and engaging way for students to learn, with a focus on competition and gamification The platform can be used in various contexts, including language teaching and learning, where it allows educators to create quizzes, games and other interactive materials to enhance learners' engagement and motivation
Trinh Hoai Duc High School is one of many institutions that have adopted Kahoot! as part of their English language teaching and learning strategies in Vietnam However, there is limited research on the effectiveness and impact of Kahoot! on English language learners at the high school level Additionally, while there has been some research on student attitudes towards Kahoot, there is a dearth of information on the attitudes of teachers who use the platform in their instruction
Therefore, this study aims to investigate teachers' and students' attitudes towards the use of Kahoot! in teaching and learning English for Grade 10 students at Trinh Hoai Duc High School The study will provide insights into how Kahoot! is being used in the classroom, identify the benefits and challenges of using Kahoot!, and highlight the attitudes of both teachers and students towards the platform The findings from this study will be valuable to educators, researchers and policymakers looking to improve instructional methods and enhance student learning experiences in English language teaching and learning contexts.
Statement of the problem
While the use of educational technology, such as Kahoot!, is becoming increasingly popular in language teaching and learning, there is a lack of research examining its implementation and impact at the high school level Specifically, at Trinh Hoai Duc high school in Vietnam, there has yet to be a study conducted examining the attitudes of teachers and students toward the use of Kahoot! in English language instruction Thus, it is essential to explore the effectiveness of using Kahoot! as a supplemental tool in improving Grade
10 students' performance in learning English
Moreover, as the adoption of Kahoot! increases in schools, it is crucial to evaluate the effectiveness of the platform in enhancing language learning outcomes With the changing landscape of education caused by the ongoing COVID-19 pandemic, many educational institutions have had to accelerate the use of digital tools to overcome the limitations posed by traditional classroom settings Identifying whether or not Kahoot! supports English language learning in such contexts is essential in order for educators to adapt to the new normal and continue to facilitate their students' education effectively
In this vein, the current study aims to investigate the attitudes of both teachers and students towards using Kahoot! as a supplemental tool in English language instruction at the high school level.
Research purpose
This study identified how teachers and students are adopting Kahoot! In their teaching and learning; the attitudes of both teachers and students towards the platform; the comparison between teachers’ and students’ attitude; the benefits and challenges of using the platform in the classroom as a means of enhancing students' learning outcomes; and provide recommendations for optimizing the use of the platform in English language instruction The findings from this study will be of interest to educators, policymakers, and researchers alike, as they seek to utilize technology in ways that optimize learning outcomes for students in the new normal brought about by the global pandemic.
Research questions
To achieve the aim of investigating the effectiveness of Kahoot! as a supplemental tool in English language instruction for Grade 10 students at Trinh Hoai Duc High School and to address the gap in knowledge surrounding the attitudes of both teachers and students toward using Kahoot! in the classroom, the following research questions are proposed:
1 How is Kahoot! being used in the English language classroom for Grade 10 students at Trinh Hoai Duc High School?
2 What are the attitudes of Grade 10 teachers towards using Kahoot! as a supplemental tool in English language instruction at Trinh Hoai Duc High School?
3 What are the attitudes of Grade 10 students towards using Kahoot! as a supplemental tool in English language instruction at Trinh Hoai Duc High School?
4 Are there any significant differences in attitudes towards using Kahoot! as a supplemental tool for English language instruction between Grade
10 teachers and students at Trinh Hoai Duc High School? If so, what are they?
Significance of the study
This study is significant because it sheds light on the potential impact of using Kahoot! as a supplemental tool in English language instruction for Grade
10 students at Trinh Hoai Duc High School By examining the attitudes of both teachers and students towards using Kahoot! in the classroom, this study can offer important insights into the English teaching and learning process Specifically, the following contributions can be made:
Firstly, the findings of this study can show that Vietnamese students are increasingly interested in interactive and gamified learning environments, as demonstrated by their interest in playing competitive games Given this trend, the use of Kahoot! in English language instruction can be an effective way to engage students in the learning process and improve their language skills in a way that traditional methods may not By providing a competitive atmosphere and incentives for learning, such as winning and earning bonuses, Kahoot! can essentially transform the English language classroom into a more fun and stimulating environment
Secondly, the results of this study can provide valuable insights for English teachers at Trinh Hoai Duc High School, as well as for other English language educators in Vietnam and beyond, into how to effectively utilize Kahoot! in the classroom By identifying the potential benefits and challenges of using the platform, educators can make informed decisions about how best to integrate Kahoot! into their teaching practice Furthermore, the findings of this study may be used to develop curriculum and teaching materials that incorporate Kahoot! in order to better engage students and improve their learning outcomes
Thirdly, this study can help students understand the critical role that Kahoot! can play in their English language learning process By highlighting the potential benefits of the platform and demonstrating its effectiveness as a supplemental tool, students may become more motivated and invested in achieving their learning goals By increasing their awareness of Kahoot! as a valuable educational resource, students may also develop more positive attitudes towards English language learning and become more proactive learners
Lastly, the findings of this study have the potential to be generalized and replicated across other teaching contexts in Vietnam and other countries As the use of educational technology continues to grow in popularity in language teaching and learning, the lessons learned from this study could be applied to other contexts to improve pedagogical practices and enhance students' learning experiences.
Organization of the study
The study consists of five chapters that follow a clear and concise structure In Chapter 1, the introduction provides the necessary background information regarding the research, problem statement, aims, and research questions It also highlights the significance of the study in addressing the gap in knowledge concerning the attitudes of teachers and students towards the use of Kahoot! in English language instruction for Grade 10 students at Trinh Hoai Duc High School
Chapter 2 provides a thorough theoretical framework It defines language learning attitude, game-based learning, and introduces the Kahoot! platform Furthermore, it reviews previous studies related to the topic, providing a comprehensive understanding of the existing literature
Chapter 3 details the research methodology employed in the study It describes the research site, participants, course description, research design, research instruments, research procedure, data analysis, as well as the validity and reliability measures chosen to ensure accurate and trustworthy findings
In Chapter 4, the findings of the study and their implications are presented and discussed The tests and questionnaires are thoroughly analyzed and interpreted, leading to insightful understandings of the effectiveness of Kahoot! in English language instruction for Grade 10 students at Trinh Hoai Duc High School The discussion also highlights the impact of Kahoot! on teaching and learning outcomes, adding new perspectives to this field of research
The final chapter, Chapter 5, provides a summary of the research questions and reflects on the implications of the findings Furthermore, it identifies the limitations of the study and offers recommendations for future research, providing valuable insights to guide future research endeavours in this field Overall, this study provides a solid contribution to the literature on gamified learning in language education, with a particular focus on the use of Kahoot! as a supplemental tool for improving English language instruction for Grade 10 students at Trinh Hoai Duc High School.
LITERATURE REVIEW
Definition of language learning attitude
Language learning attitude refers to an individual's overall predisposition towards learning a second or foreign language Positive language learning attitudes are associated with motivation and engagement with language learning activities, while negative attitudes may lead to disengagement and a lack of interest in language learning (Mercer & Ryan,
Components of attitude
Attitude is a complex construct that is often classified into three interrelated components: affective attitude, cognitive attitudes, and behavioral attitude (McGroarty, 1996)
The first component, affective attitude, is often regarded as emotional attitude and refers to an individual's feelings or emotions towards other people or objects (Wenden, 1991) Positive affective attitudes can promote engagement and motivation, while negative affective attitudes can lead to disengagement and apathy In the context of the study, positive affective attitude is demonstrated when students express their interest and motivation in their participation in Kahoot! games/quizzes
The second component, cognitive attitude, is related to learners' beliefs and knowledge about teaching and learning methods, classroom activities, and other aspects of language learning (Abidin, Mohammadi, & Alzwari, 2012) Cognitive attitudes can impact an individual's approach to language learning and their willingness to engage in various activities
The final component, behavioral attitude, refers to learners' actions or behaviors towards somebody or something (Wenden, 1991) Positive behavioral attitudes can manifest as active participation and engagement in language learning activities, while negative behavioral attitudes can lead to disengagement and lack of participation In the study, positive behavioral attitudes are reflected in students' active participation and enjoyment of Kahoot! activities in class
In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc (Shams, 2008) The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning a language (Fakeye, 2010)
Language learning attitude is considered as an essential factor influencing language performance and received considerable attention from both first and second language researchers Weinburgh (1998) believe that attitudes toward learning influence behaviors such as selecting and reading books, speaking in a foreign language Generally, it is believed that learners’ attitudes dictate whether or not they will be able to absorb the details of language In other words, achievement in a target language relies not only on intellectual capacity but also on the learner’s attitudes toward language learning This means that learning language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one As Tella, Indoshi, and Othuon (2010) investigated, negative attitude toward English is the most affective and psychological factor that results in the students’ poor performance in English.
Game-based learning
Game-based learning is an instructional approach that uses play and games as a means to teach or reinforce a variety of skills or knowledge Game- based learning is distinct from gamification, which involves the use of game- like elements or mechanics to motivate learners (Dicheva et al., 2015)
2.3.1 Some key characteristics of game-based learning include:
Interactive and engaging: Games are a useful technique for teaching difficult or complex concepts in an interactive and pleasant fashion since they often ask for active participation and engagement (Connolly et al., 2012)
Aligned with learning goals: Effective game-based learning is designed with clear learning objectives in mind and is aligned with specific educational goals or outcomes (Dicheva et al., 2015)
Adaptable and customizable: It is possible to modify or customise game-based learning to suit the requirements of various learners or learning settings (Connolly et al., 2012)
Feedback and assessment: Games can be used for formative or summative assessment, giving students the chance to get feedback on their work and progress (Dicheva et al., 2015)
Collaborative: Games can be developed to encourage teamwork and social learning, enabling players to cooperate to achieve a common objective (Sung et al., 2016)
According to recent studies (Connolly et al., 2012; Hwang & Wu,
2012), game-based learning can be a useful tool for teaching a range of disciplines and concepts, from fundamental maths and literacy abilities to more difficult subjects like science and engineering Additionally, it has been demonstrated that game-based learning improves motivation, engagement, and memory among students of all ages (Dicheva et al., 2015; Sung et al.,
2.3.2 Potential benefits of game-based learning:
Enhanced motivation and engagement: By making learning interesting and fun, games have the ability to boost learners' motivation and engagement (Plass, Homer, & Kinzer, 2015)
Enhanced learning outcomes: Games' interactive and immersive features can help students memorise information and use it in new contexts (Pivec, 2014)
Customizable and adaptive: Games can be tailored to match the demands of many learners and can adjust to each learner's skill level (Kiili,
Real-time feedback: Playing games can give students immediate feedback on how they are doing This lets them keep track of their progress and change their strategies as necessary (Shute & Ke, 2012)
Collaboration and social learning: Games may be created to encourage social learning and teamwork, enabling players to cooperate to achieve a common goal (Lindgren & McDaniel, 2018)
2.3.3 Potential challenges of game-based learning:
Cost and accessibility: Game-based learning may not be suitable for all students and might be expensive to develop and administer (Lindgren & McDaniel, 2018)
Technical issues: Some learners may find it difficult to access or play games since they may require specialized equipment or software (Kiili, 2016)
Limited transferability: Games may be useful for teaching particular abilities, but they might not always correspond to real-world contexts (Pivec,
Overemphasis on rewards: According to some detractors, games may place too much focus on prizes, which could detract from players' natural desire to learn (Shute & Ke, 2012)
Lack of alignment with educational goals: According to Plass, Homer, and Kinzer (2015), games must be carefully created to correspond with certain educational objectives or standards, or they may not effectively support learning outcomes
Recent studies have shown that, when games are thoughtfully created with learning outcomes in mind, the advantages of game-based learning can exceed the disadvantages (Kiili, 2016; Lindgren & McDaniel, 2018; Plass, Homer, & Kinzer, 2015) To fully comprehend the potential advantages and constraints of game-based learning methods, however, more investigation and evaluation are required
Using play and games to teach or reinforce a variety of skills or information is known as game-based learning As a fun and engaging way for students to practise and apply language abilities, game-based learning has proven to be a successful instrument for language teaching (Bektas & Kocakoyun, 2017) Here are some instances of how game-based learning might be applied to the teaching of languages:
Vocabulary acquisition: Crossword puzzles and vocabulary matching games are two examples of games that might assist students in learning and memorising new vocabulary words (Gonzalez-Laboy, 2014)
Speaking and listening skills: Role-playing or dialogue-based games can provide students practise speaking and listening in a realistic and practical way (Bektas & Kocakoyun, 2017)
Grammar: Games, such as sentence construction games, can be a pleasant and engaging way for students to practise and remember grammar rules (Fuertes-Olivera & Tormo, 2018)
Cultural understanding: According to Kukulska-Hulme (2012), learners can better grasp a language and culture by playing games that highlight cultural features of the target language
Recent studies have shown that game-based learning can be successful for learning a language For instance, Kukulska-Hulme (2012) discovered that using mobile games to encourage vocabulary acquisition among language learners was successful Similar findings were made by Fuertes-Olivera and
Tormo (2018), who discovered that a game-based learning strategy helped Spanish language learners improve their grammatical knowledge
However, there are still difficulties in putting game-based learning into practise in language learning For instance, creating successful language learning games necessitates a thorough comprehension of language learning processes (Bektas & Kocakoyun, 2017) Furthermore, games must be thoughtfully created to guarantee that they support particular language learning objectives or outcomes (Gonzalez-Laboy, 2014)
All things considered, game-based learning shows potential as a useful instrument for language education, especially for boosting one's vocabulary, speaking and listening skills, and grammar To ensure that game-based learning is successfully incorporated into the teaching of languages, more research and development is required in this field
2.3.4 Overview of the Kahoot! platform
A well-known educational technology platform called Kahoot! enables instructors to design and distribute gamified tests, surveys, and discussions to their students (Aslan & Zhu, 2018) The interactive, entertaining, and exciting Kahoot! games can be used in classrooms or remotely Students use their mobile devices to participate in a Kahoot! game and respond to questions in real time while being timed (Aslan & Zhu, 2018)
Kahoot! is a game-based learning platform, used as an educational Web 3.0 application in schools and universities It encompasses quiz, true/false, type answer, and puzzle used to test knowledge as well as poll, word cloud, open ended, and brain storm used to collect opinion Kahoot! can be used to review learners’ knowledge and track their responses and scores for formative assessment (Aktekin, Çelebi, & Aktekin, 2018) Kahoot! also includes trivia questions, and it is intended for interactive learning, with participants brought together around a shared screen such as an interactive whiteboard, projector, a computer monitor, or a smart TV Kahoot! can also be used through screen- sharing tools such as Kahoot, Skype, WhatsApp, or Google Hangouts The game design is such that the players are required to frequently look up from their devices The gameplay is simple; all players connect using a generated game PIN shown on the common screen, and use a device to answer questions created by a teacher, business leader, or other person These questions can be changed to award points Points then show up on the leader board after each question Kahoot! also enables users to prepare surveys and offers a platform for discussions
Kahoots are best played in a group setting, for example, a classroom Players answer the questions on their own devices, while games are displayed on a shared screen to unite the lesson It creates a ‘campfire moment’ encouraging players to look up and celebrate together Besides creating your own Kahoots, you can search among millions of existing games
Due to its user-friendly interface, adaptability, and capacity to engage students in learning, Kahoot! has grown in popularity among educators (Aslan
& Zhu, 2018) In addition, Kahoot! provides a wealth of free teaching resources, including the option to design unique quizzes and ready-made quizzes
2.3.5 Kahoot! as a supplemental tool for language teaching
Since Kahoot! offers exciting and dynamic opportunities for students to practise their speaking, listening, reading, and writing skills, it can be a useful tool for language teaching (Kukulska-Hulme, 2016) Here are some instances of how Kahoot! can be applied to language learning:
Vocabulary games: In order to give students the opportunity to practise and solidify their knowledge of vocabulary, teachers can design Kahoot! games that highlight specific words or phrases (Richter & McPherson, 2017)
Previous Studies Related to the Effectiveness of Using Kahoot! in
in Teaching and Learning English
This section reviews several studies that look into the effectiveness of Kahoot! as a teaching and learning tool for English
Bashir et al (2021) found that Kahoot! enhanced learners’ motivation, engagement, and their performance in learning English compared to traditional methods This study looked into how Kahoot! affected English language learners' ability to learn and motivation In comparison to conventional modalities of education, the results demonstrated that adopting Kahoot! as a gamified learning tool increased learners' willingness to study and improved their learning performance
Chen et al (2019) reported that Kahoot! increased students’ satisfaction, participation, and language outcomes In this study, the usefulness of Kahoot! as a gamified learning platform for teaching languages was investigated According to the study, Kahoot! games increased students' engagement and satisfaction in the learning process as well as their language learning outcomes
Fairweather (2019) concluded that Kahoot! was a beneficial tool for improving learners’ motivation and involvement This study looked into the efficiency of Kahoot! in Scotland's modern language classrooms According to the research, Kahoot! is a useful tool for increasing language learners' motivation and engagement, but how well it is incorporated into the broader teaching and learning environment may affect how effective it is
Refai (2020) showed that Kahoot! games significantly improved students’ language vocabulary skills This study looked at how playing Kahoot! games affected Jordanian university students' vocabulary growth in the English language According to the study, Kahoot! games significantly increased students' language vocabulary skills in English language learners, especially those with low and intermediate proficiency
Wang et al (2021) revealed that the gamified approach using Kahoot! enhanced students’ interest and engagement in learning English In this study, Taiwanese senior high school students' responses to a gamified English listening strategy utilising Kahoot! were examined The outcomes showed that the gamified strategy using Kahoot! increased students' interest and engagement in learning English as well as their English listening comprehension
In conclusion, these studies point to Kahoot! as a useful gamified learning tool for improving English language learning results Though general benefits include increased motivation, enhanced engagement, and improved language learning performance, its effectiveness may depend on how well it is integrated into the overall teaching and learning environment.
Conceptual framework
The conceptual framework of this study
In Chapter 2, the author presented the definition of language learning attitude, game-based learning, and introduced the Kahoot! platform The chapter concluded by discussing the connection between the previous study and the current research The next chapter will focus on the methodology of the study
Teachers' and Students' Attitudes toward Kahoot!
METHOLOGY
Research setting and participants
This study was conducted at Trinh Hoai Duc High School, which is located in Thuan An district, Binh Duong province and is the first high school in the area Each year, the school admits approximately 500 new students for grade 10 Classes consist of approximately 32 to 34 students and are divided into two parts, with 5 classes in the morning and 3 in the afternoon, from Monday to Friday, with Saturday classes taking place only in the morning The school is equipped with modern projectors or active boards and has strong internet connectivity
The English department comprises eight Vietnamese teachers who are competent, enthusiastic, and experienced in teaching English to students In grade 10, students are expected to use English as a tool to communicate in daily situations, share and discuss information on common topics such as health, entertainment, environment, career, and more They are also encouraged to build their linguistic proficiency in pronunciation, vocabulary, and grammar, and to expand their knowledge of Vietnamese and other cultures Furthermore, students are expected to possess the capability to utilize their English language skills for employment or further education opportunities upon graduating from high school
The study surveyed a total of 200 grade 10 students and 7 teachers (researcher is the 8 th teacher at school) who had experience with English classes They willingly participated in the study and completed a set of surveys related to their motivation to learn English and their feedback on the use of Kahoot! in the classroom.
Research design
The purpose of this study is to examine the effectiveness of Kahoot! as a supplemental tool in English language instruction for Grade 10 students at Trinh Hoai Duc High School and to address the gap in knowledge surrounding the attitudes of both teachers and students toward using Kahoot! in the classroom
To achieve these objectives, a mixed-methods research design was employed The researcher collected data through first-hand observation, interviews, questionnaires, focus groups, participant-observation, recordings in natural settings, and documents and artefacts A questionnaire served as the primary measuring instrument, with participants asked to answer all questions honestly and provide their perceptions of their attitudes towards English teaching and learning.
Sampling method
This study utilizes simple random sampling, which involves each individual being chosen entirely by chance and each member of the population having an equal opportunity of being selected Simple random sampling, like all probability sampling methods, enables the calculation of sampling error and reduces selection bias Additionally, it is the most straightforward probability sampling method However, it may be challenging to select enough individuals with rare characteristics of interest, and defining a complete sampling frame may be complex Moreover, it could be inconvenient to contact sample units scattered over a wide area via various communication means (email, phone or post)
Considering that there are about 500 students in Grade 10, randomly selecting 200 students would increase the reliability and reduce bias in this research.
Data collection instrument
The following questionnaire was used to collect the data The questionnaire used in the study contains 27 items concerning language attitudes in terms of cognitive (the first 16 items), effective (the second 5 items), and behavioral (the third 6 items) aspects of attitude The statements were put in a five-point Likert scale from Level 1: Strongly Disagree to Level 5: Strongly Agree
The purpose of the questionnaire is to gauge the instructors' opinions about using Kahoot! for English instruction and learning With the game-based learning platform Kahoot!, educators can design surveys, discussions, and quizzes that students can participate in on their own devices The following categories can be used to group the questionnaire items:
(1) Cognitive attitudes towards the use of Kahoot! in teaching and learning English With the help of these questions, the teachers' opinions about how Kahoot! helps improve their students' cognitive abilities- which include speaking fluency, self-regulated learning, critical thinking, problem-solving, decision-making, and students' language proficiency in areas like vocabulary, spelling, writing, grammar, listening, and language comprehension will be evaluated The items also gauge the teachers' perceptions of how Kahoot! has affected their students' capacity to evaluate their own learning outcomes and processes These questions are predicated on the idea that Kahoot! can encourage student feedback, engagement, and active learning The following aspects of attitudes are covered by the items:
• Self-regulated learning performance: Items 1 and 7 measure how teachers think Kahoot! can help their students to enhance their ability to plan, monitor, and evaluate their own learning process
• Decision-making skills: Item 2 measures how teachers think Kahoot! can help the students to improve their ability to make choices and judgments based on information and criteria
• Critical thinking skills: Item 3 measures how teachers think Kahoot! can help the students to improve their ability to analyze, evaluate, and synthesize information and arguments
• Problem-solving skills: Item 4 measures how teachers think Kahoot! can help the students to improve their ability to find solutions to challenges and difficulties
• Communicative skills: Items 5 and 6 measure how teachers think Kahoot! can help the students to improve their ability to express and exchange ideas and opinions in English, both orally and in writing
• Vocabulary: Items 9 and 10 measure how teachers think Kahoot! can help the students to learn new words and spell them correctly
• Writing skills: Item 12 measures how teachers think Kahoot! can help the students to improve their ability to produce coherent and accurate texts in English
• Listening skills: Item 13 measures how teachers think Kahoot! can help the students to improve their ability to comprehend and interpret spoken English
• Grammatical competence: Item 14 measures how teachers think Kahoot! can help the students to improve their knowledge and use of the rules and structures of English
• English language understanding: Item 15 measures h how teachers think Kahoot! can help the students to reinforce their overall comprehension of the English language
• Learning outcomes: Item 16 measures how teachers think Kahoot! can help the students to improve their academic performance and achievement in English
• Collaboration: Item 11 measures how teachers think Kahoot! can help the students to improve their ability to work together and cooperate with other learners
(2) Affective attitudes towards the use of Kahoot! in teaching and learning English These questions are designed to gauge how teachers feel about the emotional benefits of Kahoot! for their students, including enjoyment, incentive to study and socialise with classmates, accountability for teamwork, and support in problem-solving These resources are predicated on the idea that Kahoot! can create a supportive and stimulating learning environment The following aspects of attitudes are covered by the items:
Enjoyment and pleasure: Item 1 measures how fun the teachers think that the students experience when using Kahoot! in the classroom
Social engagement and collaboration: Item 2 measures how motivated the teachers think that using Kahoot! keeps their students to interact with others when using Kahoot! with their peers
Academic motivation and interest: Item 3 measures how motivated the teachers think that using Kahoot! keeps their students when using Kahoot! for assessment purposes
Teamwork and accountability: Item 4 measures how teachers think the students can develop when using Kahoot! for group projects
Problem-solving and cooperation skills: Item 5 measures teachers’ attitude toward skills that the students join hands to solve the problems in groups when using Kahoot! for learning challenges
(3) Behavioral attitudes towards the use of Kahoot! in teaching and learning English These questions are designed to gauge teachers' perceptions of how Kahoot! has affected their students' behaviour, including how much time they spend on assignments and self-study, how simple it is to use, how focused they are, whether they prefer game-based learning, and how well- prepared they are for tests and exams These questions are predicated on the idea that Kahoot! can encourage study habits and active learning behaviours The following aspects of attitudes are covered by the items:
•Self-regulation and autonomy: Item 1 measures the self-regulation and autonomy that the teachers think the students practice when using Kahoot! for independent learning
•Usability and accessibility: Item 2 measures the ease of use of Kahoot! as a teaching and learning tool
•Time management and effort: Item 3 measures the time that the teachers think their students invest when using Kahoot! for learning activities
•Attention and focus: Item 4 measures the concentration that the teachers think the students can maintain when using Kahoot! in the classroom
•Preference: Item 5 measures the teachers’ attitude toward the students’ favour and attitude towards game-based learning versus traditional learning methods
•Confidence and readiness for test: Item 6 measures how ready the teachers think that their students are for academic performance after using Kahoot! for revision and practice
The purpose of the questionnaire is to gauge students' opinions about using Kahoot! to teach and learn English Users of the game-based learning platform Kahoot! can create and participate in surveys, discussions, and quizzes Students must select their level of agreement or disagreement with each statement on the Likert scale that underpins the items The following aspects of attitudes are covered by the items:
(1) Cognitive attitudes towards the use of Kahoot! in teaching and learning English
• Self-regulated learning performance: Items 1 and 7 measure how Kahoot! helps the students to enhance their ability to plan, monitor, and evaluate their own learning process
• Decision-making skills: Item 2 measures how Kahoot! helps the students to improve their ability to make choices and judgments based on information and criteria
• Critical thinking skills: Item 3 measures how Kahoot! helps the students to improve their ability to analyze, evaluate, and synthesize information and arguments
• Problem-solving skills: Item 4 measures how Kahoot! helps the students to improve their ability to find solutions to challenges and difficulties
• Communicative skills: Items 5 and 6 measure how Kahoot! helps the students to improve their ability to express and exchange ideas and opinions in English, both orally and in writing
• Vocabulary: Items 9 and 10 measure how Kahoot! helps the students to learn new words and spell them correctly
• Writing skills: Item 12 measures how Kahoot! helps the students to improve their ability to produce coherent and accurate texts in English
• Listening skills: Item 13 measures how Kahoot! helps the students to improve their ability to comprehend and interpret spoken English
• Grammatical competence: Item 14 measures how Kahoot! helps the students to improve their knowledge and use of the rules and structures of English
• English language understanding: Item 15 measures how Kahoot! helps the students to reinforce their overall comprehension of the English language
• Learning outcomes: Item 16 measures how Kahoot! helps the students to improve their academic performance and achievement in English
• Collaboration: Item 11 measures how Kahoot! helps the students to improve their ability to work together and cooperate with other learners
(2) Affective attitudes towards the use of Kahoot! in teaching and learning English
1 I find using Kahoot! fun This item measures the enjoyment and pleasure that the students experience when using Kahoot! in the classroom
2 Using Kahoot! keeps me motivated to interact with other students This item measures the social engagement and collaboration that the students feel when using Kahoot! with their peers
3 Using Kahoot! keeps me motivated to do tests This item measures the academic motivation and interest that the students have when using Kahoot! for assessment purposes
4 I become more responsible to work in teams while implementing hands-on activities This item measures the teamwork and accountability that the students develop when using Kahoot! for group projects
5 I find it helpful to join hands to solve the problems with my friends This item measures the problem-solving and cooperation skills that the students acquire when using Kahoot! for learning challenges
(3) Behavioral attitudes towards the use of Kahoot! in teaching and learning English
1 I spend more time for self-study when doing Kahoot! This item measures the self-regulation and autonomy that the students practice when using Kahoot! for independent learning
2 It was easy to use Kahoot! This item measures the usability and accessibility of Kahoot! as a learning tool
3 I spend more time do tasks when using Kahoot! This item measures the time management and effort that the students invest when using Kahoot! for learning activities
4 Kahoot! encouraged me to concentrate This item measures the attention and focus that the students maintain when using Kahoot! in the classroom
5 I prefer the use of game in learning instead of paper and pen alone This item measures the preference and attitude of the students towards game- based learning versus traditional learning methods
6 I feel more prepared for tests and exams after using Kahoot! This item measures the confidence and readiness of the students for academic performance after using Kahoot! for revision and practice
Another method for the collection of qualitative data was face-to-face interview The responses obtained from a semi-structured interview were confirmed to be easier to analyse because of its flexible characteristic The interview of this thesis consisted of two main versions One for the teachers, and the other for students The questions were expanded into details with similar content in order to make personal opinions or experience clearer and more diverse All seven teachers were invited to take part in the interview individually with sample forms of interview below This semi-structured interview purposely found out the intensive insight to the question if there are any significant differences in attitudes towards using Kahoot! as a supplemental tool for English language instruction between Grade 10 teachers and students at Trinh Hoai Duc High School The interview sheet includes 6 questions related to represented 4 research questions of the thesis The interview questions cover the following aspects about using Kahoot! in an English language classroom:
1 Experience using Kahoot!: With this open-ended inquiry, teachers can share their own experiences and gain insight into how Kahoot! is implemented in actual classrooms
2 Benefits of Kahoot!: Answering this question will help you comprehend the benefits of incorporating Kahoot! into English language training Its goal is to comprehend how the platform supports the objectives of the teachers
3 Challenges with Kahoot!: By inquiring about difficulties, you're admitting that there may be roadblocks when putting a tool to use This can give Kahoot! and other educators insightful feedback
4 Potential limitations of Kahoot!: This question is crucial because it pushes the instructor to consider Kahoot!'s drawbacks in the context of teaching English language skills and offer potential solutions
5 Adoption of Kahoot!: This question asks teachers about their thoughts on incorporating Kahoot! into the curriculum on a regular basis The results can be helpful in making decisions at the school level
6 Influence of teacher attitudes on students: This is a great question because it explores the psychological side of education It acknowledges that attitudes towards learning resources and student engagement can be greatly impacted by a teacher's attitude
Overall, these questions are designed to gather detailed feedback on the use of Kahoot! in English language instruction
Similarity, to get the insight and more detail from learners, some students are chosen randomly to attend the interview The following five questions are asked to make clear the 4 research questions These interview questions focused on understanding the use of Kahoot! in English language classes
Research procedure
The data collection was conducted at the end of April or at the beginning of May in the academic school year 2021-2022 This was the end of the second semester and students almost finished their curriculum at school, therefore they had an overview of their attitude toward Kahoot! As for data collection, the study was based on analysis of a questionnaire consisting of 27 items showing cognitive, affective, and behavioral aspects of attitude toward English learning
200 male and female students who experienced Kahoot! were selected randomly and asked to answer to the questionnaire Then, the items were analyzed and compared qualitatively with respect to the participants’ attitudes The questionnaire was delivered for students who studied the new English textbooks Before conducting the questionnaire, students were explained if necessary Each student spent at least five minutes to complete the questionnaire The questionnaire was analyzed for qualitative value Then, all teachers and 20 random students are invited to interview Teachers are questions in English whereas students’ interviews are in Vietnamese to make sure that the students understand the questions thoroughly and can answer their questions in the most reliable way.
Data analysis
The researcher employed the questionnaire instruments and SPSS, which ‘can handle quantitative and qualitative questionnaire data in an integrated manner’ (Dửrnyei, 2003) (p.118) to analyze the qualitative and quantitative data to explore the results Mixed methods were used to analyze the collected data as Fraenkel, Wallen and Hyun (2012) cite in their book that the utilization of the mixed-methods research: qualitative and quantitative brings three major benefits Firstly, when using this kind of methods, we can examine a clear and explanatory relationship of different variables Secondly, we can profoundly investigate the relationships between variables Thirdly, the confirmation and the cross-validation of the relationships between variables are explored
Cohen, Manion, and Morrison (2007) affirmed that the quantitative data could be quickly analyzed in many different ways after being scored with the help of statistical products for the social services (SPSS) software 20.0 SPSS helped provide the percentages and frequencies of teachers’ responses to teach item of the questionnaire Mean score provided by SPSS was also used to discover students’ and teachers’ attitudes towards the use of Kahoot! in teaching and learning English Relating to the validity and reliability of the quantitative data, Cronbach’s Alpha was used to testify these two elements Besides, SPSS also help to analyze descriptive statistics, i.e., Mean and Standard deviation of the variables The meaning of the mean scores for the students’ and teachers’ attitudes towards the use of Kahoot! in teaching and learning English were interpreted as follows:
Table 3 Mean scores for analyzing the quantitative data Mean Levels of Agreement
With regard to qualitative data, the interviews were taken note with the permission of the interviewees Then, the content analysis was applied for processing the data Then, the patterns can be identified for obtaining insight thoughts of the objects of the study, with a number of codes which were arranged and simplified helped increase understanding of the material object of the study.
Reliability and validity
The study employed a mixed - methods design in order to provide the quantitative data from the questionnaire survey and qualitative data from teachers’ personal viewpoints and opinions All of the quantitative and qualitative data helped to ensure the maintenance of reliability and validity of the study Creswell (2012) stated that statistical outcomes from the questionnaire could be evaluated opposed to interview’s results; in other words, the mixed method of questionnaires and interviews could deliver a triangulation
In this study, the questionnaire was first designed in English and then reviewed by experts in the field to check its validity Next, it was translated into Vietnamese by the researcher and checked by a Vietnamese English language teacher for the accuracy of the translation
This chapter discussed the research methodology of the study Along with the research design and the research site, the description of the new English textbooks, the samples of the study were analyzed in details with information about gender, age, time for learning English, time for learning new English textbooks, learning at English Center, time for self-regulated learning and the projects done in the new English textbooks Then, the research instruments, consisting of questionnaire and semi-structured interview, were debated The next two parts of this chapter gave detailed information of data collection procedures and data analysis procedures Chapter 3 ended with information relating to the reliability and validity of the research instrument The following chapter reported all the results generated from these designs.
RESULTS AND DISCUSSION
Results
This section used both quantitative and qualitative data collected from the questionnaire and the semi-structured interview
A descriptive statistics test was run to check the mean scores of teachers’ attitudes toward the use of Kahoot! in teaching and learning English in three attitude components, including cognitive, affective and behavioral attitudes The results of the test were shown in Table 4.1 below
Table 4.1: The overall results of teacher’ attitudes towards the use of
Table 4.1 illustrates the overall result of teachers’ attitudes towards the use of Kahoot! in learning English in three aspects The overall mean score of teacher’ attitudes towards the use of Kahoot! in learning English is 4.130 (out of 5) Based on the mean scores the teachers’ responses to each component were not the same Particularly, the mean score of behavioral components is the highest (M=4.266; SD=1.043) while the lowest mean score (M=3.906; SD=1.203) belonged to the cognitive attitudes components Compared with the two components mentioned above, the affective components were at the second position in the table with its result (M=4.219; SD=1.114) It can be indicated that teachers prefer using Kahoot! in teaching, however, while some skills are focused to improve thanks to Kahoot!, there are still some skills which seem to be forgotten a) Teachers’ attitudes toward the use of Kahoot! in learning English in terms of cognitive attitudes
Table 4.2 showed the results of cognitive components, one of the three aspects of teachers’ attitudes towards the use of Kahoot! in learning English Sixteen-sub-variables relating to language learning in cognitive components; namely, self-regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar were presented as follows
Table 4.2: Teachers’ attitudes toward the use of Kahoot! in learning
English in terms of cognitive attitudes
(Kahoot! helps my students to enhance self- regulated learning performance.)
(My students improve decision-making skills when doing Kahoot!.)
(My students improve critical thinking skills when doing Kahoot!.)
(My students improve problem-solving skills when doing Kahoot!.)
(My students improve communicative skills when
(Kahoot! helps my students to enhance speaking competence.)
(My students ability to assess their own learning process.)
(My students improve ability to assess the products of their friends on their own.)
(The use of Kahoot! helps my students learn new vocabularies.)
(The use of Kahoot! helps my students to improve their spelling.)
(Kahoot! improves collaboration among learners.)
(Kahoot! improves my students’ writing skills.)
(Kahoot! improves my students’ listening skills.)
(Kahoot! improves my students’ grammatical competence.)
(Kahoot! has reinforced my students’
(My students’ learning outcomes improve after doing Kahoot!.)
As can be seen from Table 4.2, the results revealed the attitudes of teachers’ attitudes towards the use of Kahoot! in learning English in terms of self-regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar
In particular, the teachers strongly agreed that there was a considerable increase in collaboration among learners (item A11: M=4.8400; SD=.36753) Also, to other aspects of language learning, the students perceived that ability to assess one’s learning process (item A7: M=4.6800; SD=.46765), decision-making skills (item A2: M=4.6600; SDG490), vocabularies (item A9: M=4.6600; SDG490), grammatical competence (item A14: M=4.6600; SDG490); improvement outcome (item A16: M=4.6600; SDG490) could be crucially important when enjoying Kahoot!
In conclusion, it can be noted that Kahoot! in teachers’ beliefs has been perceived in various aspects in accordance with self-regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar Furthermore, the teachers highly evaluated the use of Kahoot! in learning English because the student’s cultural knowledge, pronunciation, skills as well as grammatical knowledge would be more enriched b) Teachers’ attitudes toward the use of Kahoot! in learning English in terms of affective attitudes
Table 4.3 presents the attitudes of teachers’ attitudes towards the use of Kahoot! in learning English in term of affective attitudes Affective aspects focus on the teachers’ pleasure, teachers’ feeling through students’ interaction with friends, motivation to do test, responsibility, and the pleasure of team- work in search for students’ attitudes towards the use of Kahoot! in learning English
Table 4.3: Teachers’ attitudes toward the use of Kahoot! in learning
English in terms of affective attitudes
B1 (My lessons are fun when using Kahoot!.)
B2 (Using Kahoot! keeps my students motivated to interact with other students.)
B3 (Using Kahoot! keeps my students motivated to do tests.)
B4 (My students become more responsible to work in teams while implementing hands-on activities.)
B5 (I find it helpful to help my students join hands to solve the problems in groups.)
As can be seen from Table 4.3, five sub-variables were put into research in order to find out the teachers’ attitudes towards the use of Kahoot! in learning English Specially, a majority of the teachers are positive when they see their students show preferences in working with friends (item B2, B4, B5: M=4.6600; 47490) Next, a great many teachers (item B1, B3: M=4.3200; SD=.46765) believed that Kahoot! helps their students enjoyable and motivated to do tests and tasks To sum up, the results in table 4.3 confirmed that teachers have positive attitude when allowing students do tasks/tests on Kahoot!, especially with classmates c) Teachers’ attitudes toward the use of Kahoot! in learning English in terms of behavioral attitudes
The results in Table 4.4 focused on the teachers’ actions or activities carried out in the language class with Kahoot! Those behavioral attitudes presented whether the teachers really paid attention to Kahoot! in their classrooms or not as well as what and how they did in order to explore Kahoot! in their teaching activities
Table 4.4: Teachers’ attitudes toward the use of Kahoot! in learning
English in terms of behavioral attitudes
C1 (My students spend more time for self-study when doing Kahoot!.)
C2 (It was easy for me and my students to use Kahoot!.)
C3 (My students spend more time doing tasks when using Kahoot!)
C4 (Kahoot! encouraged my students to concentrate.)
C5 (My students prefer the use of game in learning instead of paper and pen alone.)
C6 (My students feel more prepared for tests and exams after using
As can be seen in Table 4.4, teachers generally prefer letting their students spend more time for self-study on Kahoot! because it is quite easy to use (item C1, C2: M= 5.0000, SD = 00000) The lowest score was item C4 which encouraged students to concentrate (M=3.9800; SD=.81420) The results in Table 4.4 revealed that the majority of teachers in the survey confirmed that they love assigning tasks/tests on Kahoot!
The findings of the qualitative data collection revealed that Kahoot! is being used in various ways in the classroom at Trinh Hoai Duc high school to teach and learn English for Grade 10 The results demonstrated that teachers at Trinh Hoai Duc High School had positive cognitive, affective, and behavioural attitudes regarding the use of Kahoot! in the teaching and learning of English for Grade 10
As mentioned in Chapter 3, students’ attitudes were divided into three components, namely cognitive, affective and behavioral attitudes to find out the profound insights on students’ attitudes towards the use of Kahoot! in learning English
Table 4.5: The overall results of students’ attitudes towards the use of
Table 4.5 illustrates the overall result of students’ attitudes towards the use of Kahoot! in learning English in three aspects The overall mean score of students’ attitudes towards the use of Kahoot! in learning English is 4.130 (out of 5) Based on the mean scores the students’ responses to each component were not the same Particularly, the mean score of behavioral components is the highest (M=4.266; SD=1.043) while the lowest mean score (M=3.906; SD=1.203) belonged to the cognitive attitude components Compared with the two components mentioned above, the affective components were at the second position in the table with its result (M=4.219; SD=1.114) It can be indicated that students prefer spending time on Kahoot!, however, while some skills are improved thanks to Kahoot!, there are still some skills which seem to be forgotten a) Students’ attitudes toward the use of Kahoot! in learning English in terms of cognitive attitudes
Table 4.6 showed the results of cognitive components, one of the three aspects of students’ attitudes towards the use of Kahoot! in learning English Sixteen-sub-variables relating to language learning in cognitive components; namely, self-regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar were presented as follows
Table 4.6: Students’ attitudes toward the use of Kahoot! in learning
English in terms of cognitive attitudes
A1 (Kahoot! helps me to enhance my self-regulated learning performance.)
A2 (I improve my decision- making skills when doing Kahoot!.) 200 4.280 849
A3 (I improve my critical thinking skills when doing Kahoot!.) 200 3.655 1.134
A4 (I improve my problem- solving skills when doing Kahoot!.) 200 4.100 1.025
A5 (I improve my communicative skills when Kahoot!.) 200 3.380 1.362
A6 (Kahoot! helps me to enhance my speaking competence.) 200 3.385 1.402
A7 (I improve my ability to assess my own learning process.) 200 4.205 1.016
A8 (I improve my ability to assess the products of my friends on my own.)
A9 (The use of Kahoot! helps me learn new vocabularies.) 200 4.510 889
A10 (The use of Kahoot! helps me to improve my spelling.) 200 3.445 1.268
A11 (Kahoot! improves collaboration among learners.) 200 4.170 1.196
A12 (Kahoot! improves my writing skills.) 200 3.510 1.257
A13 (Kahoot! improves my listening skills.) 200 3.370 1.436
A14 (Kahoot! improves my grammatical competence.) 200 3.990 1.170
A16 (My learning outcomes improve after doing Kahoot!.) 200 4.190 1.012
As can be seen from Table 4.6, the results revealed the attitudes of students’ attitudes towards the use of Kahoot! in learning English in terms of self-regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar
Discussion of the results
In this section, the discussion about the four research questions were respectively presented, including the attitudes of both teachers and Grade 10 students at Trinh Hoai Duc High School toward using Kahoot! in the classroom; In terms of teachers’ and students’ attitudes, three components of attitudes consisting of cognitive, affective and behavioral attitude were put into research in order to depict the whole picture of teachers’ and students’ attitudes toward Kahoot! in the present From which, the research continued to explore if there are any differences in attitudes towards using Kahoot! as a supplemental tool for English language instruction between Grade 10 teachers and students at Trinh Hoai Duc High School As a result, the findings of the research clarified the research questions raised from the beginning of the paper
4.2.1 The attitudes of both teachers and Grade 10 students at Trinh Hoai Duc High School toward using Kahoot! in the classroom
It is evident from this little exploratory study that Kahoot! can interest students and offer beneficial learning experiences in the language classroom The study's participants reported having good experiences and results in their language classrooms when they used Kahoot! in a planned and consistent way for their activities It seems that teachers at this particular school were also using Kahoot! to help with language sessions, and there was plenty of infrastructure and IT assistance available The Kahoot! elements that allow students to track their progress, compete with peers, and engage in real-time activities were highly valued by the participants in this study It is evident from this little exploratory study that Kahoot! can interest students and offer beneficial learning experiences in the language classroom The study's participants reported having good experiences and results in their language classrooms when they used Kahoot! in a planned and consistent way for their activities It seems that teachers at this particular school were also using Kahoot! to help with language sessions, and there was plenty of infrastructure and IT assistance available The Kahoot! elements that allow students to track their progress, compete with peers, and engage in real-time activities were highly valued by the participants in this study
The study's findings demonstrate that practically all of the students thought Kahoot! was a useful tool in their language classes and that participating in Kahoot!- based activities made them feel joyful and competitive For teaching students of all skill levels in any subject- especially language classes- Kahoot! is a great option Pupils can't wait to use technology in the classroom, including their tablets and smartphones These online learning resources boost enthusiasm, create a positive learning atmosphere, and make learning more enjoyable (Drigas & Charami, 2014) Since students exhibit friendly competition and cooperative learning, motivation is an additional factor that needs to be taken into account Kahoot! is a useful assessment tool, which allows you to manually download and record all of the question results, scores, and percentages online Students of every skill level can gain from using game-based learning platforms such as Kahoot! Teachers can reuse and modify the games they create on the Kahoot! platform for future use in other classes The games can also be saved for use in other classes The results of this study demonstrate that Kahoot! offers students engaging learning opportunities In addition to helping teachers engage their students in language learning, Kahoot! helps them create human capital that is adaptable to rapidly evolving technological platforms
4.2.2 Comparison in attitudes towards using Kahoot! between Grade 10 teachers and students
Both the quantitative data from the questionnaire and the qualitative data from semi-structured interviews demonstrated the same outcome: teachers and students at Trinh Hoai Duc high school would like to use Kahoot! in the classroom, even though there have been some challenges These challenges can be addressed by assigning different types of tasks and exercises or using alternative internet connection The findings showed that, students' attitude toward the use of Kahoot! in teaching and learning English for Grade 10 at Trinh Hoai Duc high school in terms of behavioral attitudes, cognitive, and affective attitude analyzed in the previous parts were all positive
Based on the analyzed data from research questionnaire and semi- structured interview, the overall results presented the findings of this study which revealed that teachers had positive attitudes toward Kahoot! in three attitude components, including cognitive, affective and behavioral attitudes In order to elucidate each attitude component, sixteen sub variables including self- regulated learning performance, decision-making skills, critical thinking skills, problem-solving skills, communicative skills, speaking competence, ability to assess, pronunciation, vocabulary, four language skills and grammar were put into research On the ground of the quantitative and qualitative data, the result of cognitive attitudes showed that high school teachers had good understanding of the importance and roles of Kahoot! toward students’ language learning With regard to affective attitudes, high school teachers also expressed their strong liking and high evaluation to Kahoot!
The ability of Kahoot! to involve students in classroom activities and atmosphere is its primary feature, as revealed by the interviews Teachers remarked, ‘It's a great way to keep the students engaged,’ and ‘keeps them engaged.’ This result is in line with other research findings in the same field (Wang, Zhu & Saetre, 2016; Wichadee & Pattanapichet, 2018; Licorish et al., 2018; Quadir, Chen, & Zhang, 2018; Aktekin, Çelebi, & Aktekin, 2018; Chaiyo & Nokham, 2017) One of the intriguing features of Kahoot! that generates a suspension and raises student engagement is the Challenge, where the right answers are kept a secret until every student has responded (Chaiyo
& Nokham, 2017; de Sousa, 2018; Wang, 2015; 2016) The second benefit of Kahoot, according to study participants, is motivation ‘Students find it so motivating that they don't feel like they are working,’ they said, and ‘students are motivated to perform well’ The present literature (Chaiyo & Nokham, 2017; Wichadee & Pattanapichet, 2018) is largely consistent with these findings It is possible that the improved classroom atmosphere caused by Kahoot! is the reason for this increased motivation (Aktekin, Çelebi, & Aktekin, 2018) Additional incentives for students might include the abundance of chances for more direct peer-to-peer communication (Bicen & Kocakoyun, 2018), Kahoot-facilitated learning activities (Quadir, Chen, & Zhang, 2018), and Kahoot's use of music, graphics, audio, and game points (Baydas & Cicek, 2019; Wang & Lieberoth, 2016) In conclusion, a number of intriguing features of Kahoot! may help to explain why students find the quizzes so engaging The third benefit of Kahoot, according to educators, is how it affects classroom dynamics "It is a great way to break up the monotony in the class," as several participants said This result is consistent with earlier research on the relationship between class dynamics and Kahoot! (Bawa, 2019; Cutri et al., 2016; Fotaris et al., 2016; Licorish et al 2018; Susanti, 2017) This encouraging atmosphere is really important because some teachers worry that Kahoot's competitive gaming elements will make their students anxious and demotivate them to learn (Zarzycka-Piskorz, 2016) Every teacher wants their students to be engaged in their lessons, and Kahoot! delivers exactly that with all these features Instantaneous feedback is another benefit of Kahoot! for both teachers and students ‘One of the benefits is seeing immediate results of quizzes,’ as a few participants mentioned The conclusion is in line with Wang's (2015) finding that prompt feedback stimulates students' curiosity Whitton (2011) further asserts that instantaneous feedback from technologies such as Kahoot! creates opportunities for self-assessment Furthermore, Ismail and Mohammad (2017) as well as Sprague (2019) reported that students thought that receiving feedback on their progress in a timely manner was very beneficial in giving them immediate results Teachers believe that Kahoot's ability to facilitate review is its last advantageous feature With Kahoot, educators and students can review together Every Kahoot! question has results that appear after it, allowing the student to go over any potentially challenging questions by going over them again Additionally, it enables teachers to go over each question's results for both individual students and the entire class Thomas
(2014) added that Kahoot! is a great tool for going over previous lesson materials The fact that Kahoot! offers reviews from a variety of angles is most likely one of the features which enhances the popularity of this tool
The first drawback of Kahoot! is that a number of students experience technical difficulties or difficulty accessing the quizzes "There are some potential technical problems" and "access issues," according to these teachers Several earlier studies (Chiang, 2020; Saracoglu & Kocabatmaz, 2019; Wang
& Tahir, 2020) have reported on these technical issues in Kahoot However, rather than the platform, the main cause of this problem is the accessibility of the internet (Al Awadhi, 2019) This same rationale could also be used to explain the unfavourable findings regarding technical and access issues in this study
This chapter provided the discussion and analysis of the data collected from the questionnaire and semi-structured interview First, the findings from the quantitative data were reported; then, the qualitative data analysis were accompanied to evaluate the quantitative results in order to find out whether there were any similarities and differences between two research methods After the findings of the two research questions were collected, the discussion of them were presented and compared with those in the previous studies in terms of teachers’ attitudes toward the use of Kahoot! in teaching and learning English for Grade 10 at Trinh Hoai Duc high school.
