Perceptions of Third-Year TESL Undergraduates on Kahoot as a Gamified Learning Tool in Sri Lanka

The rapid and increased technology integration becomes an important position, especially in the language learning context. Kahoot, as a gamification tool, is implemented in English Language learning classrooms. The application of this gamified element is examined in various educational contexts and becomes widespread in higher education due to its significance. Nevertheless, only few studies regarding students’ perceptions towards the use of Kahoot among teaching English as a Second Language undergraduates were reported. Therefore, this present study investigates third-year TESL undergraduates’ perceptions towards utilising Kahoot in enhancing their English Language skills within their semesters. This research project examines how a focus group of five third-year undergraduates, currently studying at the department of English Language Teaching, University of Kelaniya, has perceived Kahoot as a gamified tool to enhance their learning. Semi-structured interviewing was used as the data collection instrument, where five interviews were conducted in total, with each interview lasting approximately thirty minutes. The collected data were analyzed using the thematic analysis method. The findings of the study provide evidence for the presence of a number of unique perceptions among the interviewed participants. They emphasized that the implementation of Kahoot becomes more effective for their learning, while they overcome a few challenges with the use of Kahoot as a gamified tool. Furthermore, suggestions are discussed for the effective implementation of Kahoot. This study has already reiterated the need to explore this research area further because the studies are very limited. There should be further studies for ESL (English as a Second Language) development. In conclusion, the research has the potential to promote social change by emphasizing the importance of using Kahoot as a gamified element in pedagogy in Sri Lankan universities. Keywords— English Language learning, Effectiveness, Gamified element, Kahoot, Student perceptions