Research has emphasized the centrality of student-centered learning activating students' ability to generate and refine the meaning of learning (Hannafin & Land, 1997). Technology, including computers and mobile devices, allows learners to expand their learning experiences in self-regulating and efficient ways. As mobile technology in particular has developed, educators have employed mobile devices to enhance the learning environment. It is clear that mobile devices can be effective to experience learning, which may explain why the role of mobile technology has been significantly increasing in foreign language learning classrooms. The purpose of the present study was to investigate the effectiveness of using Kahoot! on grammar learning for college students. The research questions are as follows: 1) Will the use of Kahoot! have an effect on grammar learning? 2) Do college students have a positive view towards the use of Kahoot! in English grammar classes? This study consisted of 50 college students who enrolled in the course College English in the spring semester of 2018. Most of the students were freshmen and they were divided into two classes in different time slots. All the students received the same instruction throughout the course and practiced grammar as well as speaking and listening. A grammar test consisting of 40 questions was administered in the pre-stage. All the participants were taught using the same materials. The grammar practice tests used in each class were collected from TOEIC books. They were distributed to the students either in handouts or in online quiz forms, using Kahoot!. After the semester, the participants took a post-test to compare mean scores within and between the groups. A survey including 15 close-ended questions and two open-ended questions was administered to discover the participants' attitudes and ideas regarding the use of Kahoot! to expand their learning experience. According to the results of the paired sample t-tests, there were significant differences in grammar learning between the pre- and the post-tests. It was proven that both groups improved their grammar after the course. However, the students using Kahoot! in class did not show any significant differences compared to those in the traditional group. According to the survey, the students using Kahoot! showed positive attitudes towards their use of Kahoot! and reported on their positive experience with it in language learning. Based on the findings, the current study recommended the necessity of facilitating mobile-based learning activities in learning English grammar to bring students’ involvement in classes and help with learning outcomes. Also, the researcher suggested that further studies should be conducted regarding the effectiveness of using Kahoot! on different English language skills.
She received her Ph.D in English education
from Ewha Womans University. She is an associate professor of General English
at Seoul Women’s University. She has been teaching English over 15 years. Her
research focuses on using technology as a learning tool, application of
technology to the language classroom, and mobile-assisted language learning.