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ERIC Number: ED625196
Record Type: Non-Journal
Publication Date: 2022-Dec-12
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Edutainment: Assessing Students' Perceptions of Kahoot! as a Review Tool in French L2 Classes
Research-publishing.net, Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022)
Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students' perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected through semi-structured interviews and observations recorded by the instructor. Preliminary findings show that Kahoot! helps most students (95%) to improve their French, in terms of learning and/or reinforcing new vocabulary or previously taught concepts, as well as pronunciation. All the participants highlighted that Kahoot! is fun and interactive, and playing the game serves as a motivation for them to revise their already acquired knowledge. However, the countdown feature can provoke stress and affect the thought process. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jamaica
Grant or Contract Numbers: N/A
Author Affiliations: N/A