Gamified Vocabulary Learning with Kahoot in EFL Classrooms

Abstract

This study examined differences in receptive English vocabulary achievement between students receiving Kahoot-supported instruction and those receiving conventional instruction. A quantitative quasi-experimental design involved 60 students in intact instructional groups, with 30 students per condition. Vocabulary performance was assessed before and after instruction using a 20-item multiple-choice test measuring word meanings and appropriate vocabulary in context. Reported post-test scores favored the Kahoot group (M = 83.30, SD = 4.80) over the conventional group (M = 74.00, SD = 5.80). An independent-samples t-test reconstructed from the reported summary statistics yielded t(58) = 6.77, p < .001, assuming independent observations and equal variances. The estimated mean difference was 9.30 points, with a 95% confidence interval of [6.55, 12.05] and Cohen’s d = 1.75. These estimates indicate higher post-instruction receptive vocabulary performance in the Kahoot group. However, unresolved statistical inconsistencies require verification against the original data. Non-randomized grouping and the absence of adjustments for baseline achievement and classroom clustering further limit causal interpretation. The findings provide a preliminary basis for evaluating Kahoot as a supplementary vocabulary practice tool. Future studies should incorporate multiple classrooms, baseline adjustment, delayed testing, and productive vocabulary measures to establish the durability and broader relevance of any learning benefits.