Kahoot! As a Formative Assessment Tool in Foreign Language Learning
A Case Study in Greek as an L2
Bibliographic Data
| ID | 21806869 |
|---|---|
| Authors | Georgios D Kapsalis, Alexandra Galani, Olga Tzafea (0000-0002-6756-7082) |
| Year | 2020 |
| Volume | 10 |
| Issue | 11 |
| Pages | 1343 |
| Publication date | 2020-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1011.01 |
| OpenAlex | W3095869371 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
Our study investigates the effectiveness of Kahoot! as a formative assessment tool in the consolidation of grammatical phenomena in adult foreign language learning. Kahoot! was used in a multilingual and multicultural learning environment, where Α1-level Greek was the target language. An experimental quantitative methodology was employed to compare progress made by students using Kahoot! (experimental group) compared to those using traditional methods such as paper and pencil tests (control group). Pre-tests and post-tests were administered to both groups to check if students had better assimilated the grammatical phenomena they had been taught. The study was carried out in the Center for the Study of the Hellenic Language and Culture at the University of Ioannina (Greece). Overall findings reveal that both groups performance in the post-tests showed a statistically significant improvement, however there was not a statistically significant difference between the performance of the two groups
Business · Foreign language · Formative assessment · Mathematics education · Multiculturalism · Pedagogy · Significant difference · Statistics · Educational Games and Gamification · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |