Incorporation of a game-based approach into the EFL online classrooms: students' perceptions

Abstract

This study functioned as a digital literacy technique that aided in raising students' motivation and classroom dynamics in reviewing writing structure, terminologies, and related knowledge. This study investigated the effects of integrating questioning strategies with the game-based student response system (GSRS), Kahoot!, into English literature courses. Specifically, this study explored students' perception of Kahoot! on raising engagement and classroom dynamics while reviewing writing structure, terminologies, and knowledge in the EFL online classrooms. This research is based on the premise of intrinsic motivation and game flow. A total of 276 undergraduate learners were observed in the study, including 233 (154 female and 79 male) surveyed from two English language classrooms. Data that emerged within the EFL context shed light on how and when Kahoot! positively influences students' learning experiences, including boosting students' enthusiasm, encouraging inquisitiveness and contribution in identifying knowledge gaps, and understanding the subject matter. The study utilized a t-test and one-way ANOVA, which revealed that students have positive attitudes toward a game-based approach in English learning, suggesting that educational competitions in the classroom reduce interferences and cultivate the quality of teaching and learning beyond what is offered in traditional classrooms.

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