Kahoot! Games Enhance Vocabulary Learning?

Katemba, Caroline Victorine; Tobing, Joshua Hl.; Putri, Talitha A.

doi:10.18690/rei.15.3.393-408.2022

Cited by 5 publications

(6 citation statements)

References 15 publications

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“…GL was found effective in fostering EFL vocabulary learning in varied contexts. Thus, GL activities substantially improved EFL school students' vocabulary in the studies conducted by Saari and Varjonen (2021), Katemba, Tobing and Putri (2022) and Salimi and Zangeneh (2022). Also, in university settings, GL improved EFL undergraduates' vocabulary knowledge as proved by the studies of Dizon (2016), Waluyo and Bucol (2021) and Ali and Abdalgane (2022).…”

Section: Introductionmentioning

confidence: 77%

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The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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Section: Introductionmentioning

confidence: 77%

“…Therefore, they advocated GL integration into vocabulary instruction. Also, Katemba, Tobing and Putri (2022) found that Kahoot activities fostered Indonesian EFL seventh graders' vocabulary learning. Besides, Salimi and Zangeneh (2022) proved that GL enhanced Iranian EFL fifth graders' vocabulary.…”

Section: Definitions and Advantagesmentioning

confidence: 95%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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“…The more vocabulary students have, the more they comprehend the four skills of listening, speaking, reading, and writing, as well as other language components like pronunciation and grammar (Hendrawaty, 2019). It means that vocabulary has a critical impact on the development of language learning, so we can't do anything without it (Katemba, 2022). Furthermore, English is still considered a difficult subject among Indonesian students.…”

Section: Introductionmentioning

confidence: 99%

“…If students have access to a variety of teaching methods, they can adapt their strategy as needed (Thiendathong, P., & Sukying, A., 2021). As a result, teaching strategies are critical in improving the effectiveness of teaching and learning the vocabulary in the target language (Katemba, 2022).…”

Section: Introductionmentioning

confidence: 99%

EFL Students' Perceptions Toward Vocabulary Learning by Listening to English Songs on Spotify

Butar

Katemba

2023

Journey

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This research aimed to discover the differences in attitudes, personal feelings, and perceptions of English as a Foreign Language (EFL) students from secondary and tertiary levels toward vocabulary learning by listening to English songs on Spotify. The researcher conducted the study using a descriptive quantitative research design and distributed a questionnaire to 97 EFL students via Google Forms to collect data. Those EFL students were 45.4% tertiary students (44 people) and 54.6% secondary students (53 people) from various schools and colleges who were listening to an English song on Spotify and taking English classes. According to the research, EFL students largely agreed and expressed positive attitudes, personal feelings, and perspectives toward vocabulary learning by listening to English songs on Spotify. They also believed that doing so helped them learn vocabulary because of the Spotify’s advantages, which include being a great resource for learning vocabulary from sources like English song lyrics. The researcher also hopes that this study will aid students in learning vocabulary and that other researchers working on related topics will find it useful as a resource. Teachers may use Spotify as a teaching tool when teaching vocabulary

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“…Learning English is essential because English is an international language that is used all over the world. In Indonesia, English is considered a foreign language, but it is required as part of the school curriculum (Katemba, 2022). English remains a difficult subject among Indonesian students.…”

Section: Introductionmentioning

confidence: 99%

Disney Movies as a Tool in Increasing Listening Skill

Manurip

Katemba

2023

joe

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This research was conducted to find out whether the use of Disney movies can help EFL college students to increase their listening skill and their perception toward the Disney movie. There are four research questions that are the purpose of this research: 1. What does EFL college students’ perception about the use of Disney movies as a tool in increasing their listening skill? 2. Does learning through feature movies (Disney) considered effective for EFL Students? 3. What are the benefits of using Disney movies as a tool in increasing listening skill? 4. What are the disadvantages of using Disney movies as a tool in increasing listening skill? This was quantitative research. The data was collected through an online questionnaire that was given to EFL college students from public and private universities in Indonesia. A total of 77 respondents participated in this study. The findings of this research showed that EFL college students that used Disney movies as their learning media had increased their listening skill and gained confidence and motivation in learning the English language.

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Kahoot! Games Enhance Vocabulary Learning?

Cited by 5 publications

References 15 publications

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

EFL Students' Perceptions Toward Vocabulary Learning by Listening to English Songs on Spotify

Disney Movies as a Tool in Increasing Listening Skill

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