JEET, Journal of English Education and Technology

Gamified Vocabulary Learning with Kahoot in EFL Classrooms

2026-10-19T08:53:44+00:00

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.

Teacher Guided Youtube Integration in Bangladeshi Foundation English Classes

2026-10-27T11:19:42+00:00

This study examines how teachers integrate YouTube into Foundation English speaking classes and how students and faculty describe the resulting opportunities and constraints. An exploratory descriptive study combined questionnaires from 103 first-year undergraduates at a private university in Bangladesh, interviews with five English language teaching faculty members, and four classroom observations. Sixteen videos were introduced across twelve speaking classes; four lessons of approximately sixty minutes were observed. The analysis focuses on reported perceptions and documented classroom practices. Teachers prepared vocabulary and discussion prompts, paused videos to clarify language and cultural references, and organized subsequent speaking tasks. Students expressed favorable perceptions of video-supported practice, while observations recorded voluntary contributions, extended exchanges, and reuse of expressions. Participation was nevertheless uneven, and difficult input, connectivity interruptions, advertisements, and limited immediate feedback constrained use. Inconsistent aggregate survey totals prevent defensible estimates of response prevalence. Because speaking proficiency was not measured longitudinally or against a comparison group, these findings do not establish learning gains attributable to YouTube. The study offers a context-specific account of teacher mediation: audiovisual resources provided material for interaction when accompanied by preparation, opportunities to speak, and feedback. Further research should verify survey distributions and examine participation and independently assessed speaking development over time.

Productive Friction and Learner Engagement in Genai Supported EFL Vocabulary Learning

2026-10-29T02:39:08+00:00

This article explains how generative artificial intelligence (GenAI) prompts can support durable vocabulary learning while preserving learner engagement and autonomy in English as a foreign language (EFL) education. A purposive conceptual synthesis integrates vocabulary research, retrieval practice, task involvement, cognitive load, self regulation, and AI literacy. The analysis distinguishes established findings from proposed relationships and develops the AI Mediated Cognitive Engagement Model (ACEM). ACEM locates potential learning benefits in the sequencing of an initial attempt, contingent assistance, evaluative feedback, contextual reuse, and later retrieval. Productive friction is defined prospectively through learning relevant demands, accessible support, and opportunities for error repair; its effectiveness requires independent testing. Four propositions address retrieval, proficiency dependent support, evaluative reuse, and learner control. The synthesis is selective and reports no intervention data. The proposed mechanisms require comparisons that separate prompt sequence effects from exposure, time, feedback quality, and technological novelty. Teachers can use a graduated prompt sequence, verified lexical resources, and equivalent offline tasks to protect participation, reduce unnecessary interface demands, and assess learning after AI assistance is withdrawn. The framework connects prompt design with observable learner activity and delayed lexical outcomes, while treating emotional engagement, teacher judgement, and equitable access as conditions of implementation.