Kahoot! In an EFL Reading Class

Abstract

Game-based learning has attracted considerable attention over the past few years. Mobile apps are welcomed by the digital generation. Debate continues regarding the approach that will most benefit students in English language classrooms, and the impact of mobile applications, particularly on English as a foreign language (EFL) learning, remains unclear. Specifically, little is known about EFL learners’ perceptions of mobile applications. The main purpose of this study was to understand Chinese students’ attitudes toward the application of Kahoot!, a mobile game-based learning app, in a college EFL class in Taiwan. No gender differences were found in students’ perceptions of the use of Kahoot! for English learning. Although the participants expressed positive attitudes towards the application of Kahoot! in the EFL reading class, several negative opinions were expressed regarding the use of Kahoot! as a testing tool. These results provide support for the affective filter hypothesis. Implications for EFL teachers and future research are discussed.