Date

12-11-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Amy Schechter

Keywords

Kahoot and second language learning, ARCS model, self-efficacy theory of motivation, EFL vocabulary learning, ESL students and mobile applications, virtual reality game-based vocabulary learning

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to discover college students’ perceptions of their lived experiences as they learn vocabulary in a second language with Kahoot. The self-efficacy theory of motivation (Bandura, 1995) provided the theoretical framework. The central question in this research was What are college students’ perception of their experiences using Kahoot to learn vocabulary in a second language? This study took place at Maleki College in Arizona. The study sought to understand second-language college students’ motivation when learning vocabulary. The data for this study was derive from individual interviews recorded on a computer, two questionnaires, and direct observations. One questionnaire was provided at the beginning of the research and one in the middle of the project. Direct observations were conducted throughout the investigation project and the researcher’s impressions were recorded in the research journal. The study sought to follow the thematic analysis approach of coding and theme naming to understand the phenomenon of college students’ perceptions of their experiences when learning vocabulary using Kahoot. Based on the participants’ opinions, second language college students can improve their vocabulary skills by preparing an activity using the online learning tool Kahoot. Not all the participants enjoyed competition; however, all of them seemed to gain knowledge when preparing their own Kahoot activity.

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