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EFL STUDENTS’ PERCEPTIONS ON USING KAHOOT AS A 
FORMATIVE ASSESSMENT TOOL IN VOCABULARY 

ACQUISITION 
 

Rizki Putri Yunisa Khairani1, Rahmah Fithriani2, 
1&2Universitas Islam Negeri Sumatra Utara, Medan, Indonesia 

 
rizki0304212069@uinsu.ac.id 

 

ABSTRACT 

Technology advancement has equipped vocabulary acquisition processes within an English 
learning environment with digital formative assessment tools, such as Kahoot. This research 
aims to reveal EFL students’ perception in using Kahoot as a formative assessment tool for 
vocabulary learning. This research employs a qualitative method and the research 
instruments involve questionnaires and interviews distributed and conducted to the 
selected participants. A purposive sampling method is applied in this research to select the 
research participants. The research participants consist of EFL students who are enrolled in 
an English course and have played Kahoot more than five times. Thematic content analysis 
is utilized to analyze the collected data. The findings show that most students perceive 
Kahoot positively. Its game like features timers, scores, and leaderboards can help increase 
interest, motivation, and focus. Students reported better understanding and improved quiz 
results. However, a few students found it less effective due to personal learning preferences. 
Overall, Kahoot is seen as a fun and useful tool to support vocabulary learning and can be 
applied more widely in English language instruction. 

Keywords: Digital Tools, Educational Technology, EFL Students, Language Aquisition 

INTRODUCTION 

Technology has witnessed a rapid evolution in the 21st century, changing all facets of 
human existence, especially in education (Kalyani 2024; Haleem et al. 2022). The rapid 
advancement of technology has made it possible to test several potential approaches to 
teaching and learning languages (Pinna., Mena. 2019) It has been proven that the usage of 
technology may help people learn a new language (Zainuddin 2023). The significant function 
of technology in English language acquisition is highly developed, particularly in the domain 
of learning English as a foreign language (EFL) (Dashtestani 2015; Şad & Özer 2019). Due to 
its rapid advancement, technology has been able to provide almost every single aspect of 
English learning comprehension. With its variety of digital tools, technology has provided 
learners interactive media to learn so that they do not have to rely on the traditional teaching 
and learning methods anymore (Robin and Aziz 2022). One of the learning aspects in the use 

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of technology in the English learning process is vocabulary acquisition. Vocabulary 
acquisition refers to the process of  learners being exposed to the meaning of new words.  

In  the  realm  of  language  learning,  vocabulary  acquisition  plays  a  pivotal  role (Zou, 
D., Huang, Y., & Xie 2019). Learning new words supports every learner to produce a good 
language sentence. Vocabulary instruction is one area where technology-assisted education 
has grown in popularity and effectiveness. The use of technology has advanced this learning 
aspect with its access to obtain more information. Furthermore, new vocabularies that can 
be found on the internet include words that are more unfamiliar compared to words that the 
students have known. It shows that the use of technology allows bigger exposure to new 
English vocabularies. Mastering a language begins with vocabulary is the key to  
communication (Çoban Sural and Yaşar Sağlık 2024). In this sense, learning vocabulary using 
mobile technology is one of the subjects that has attracted a lot of attention (Abu Al-majd 
and Belton 2024). 

Mobile-Assisted Language Learning (MALL) applications, specifically designed to 
facilitate language learning on mobile devices, have emerged as promising tools in language 
education (A. Rahman et al. 2023). Using MALL can contribute to a solution in solving the 
constraint of time and place to join the teaching and learning activities (Fithriani et al. 2019). 
From that statement, it is believed that teachers have to be able to involve technology in the 
teaching and learning process. In the atmosphere of the digital era, teachers are required to 
know how to operate the technology (Pratolo and Solikhati 2020). With the use of technology, 
teachers can provide learning sources, assign tasks and examinations, and post the students’ 
grades using internet media. Since students’ success in learning can be seen through the 
assessment of their learning outcomes and it must be carried out gradually and as planned, 
however many teachers still use the conventional method or paper-based test, the more 
familiar method, in conducting the assessment (Fadilah et al. 2023).  

Assessment refers to a standard faculty competency that functions to ensure quality in 
educational institutions (Aguayo-Hernández, Sánchez Guerrero, and Vázquez-Villegas 2024). 
Assessment can be used to gather information about student learning, performance, and 
development. It can support the process of the student’s self-analysis and self-management 
skills(Aguayo-Hernández et al. 2024). Assessment also means a process to measure the 
achievement of learning goals at certain stages of the learning process based on particular 
criteria (Arustamyan 2020). It aims to determine if students are reaching the determined 
learning objectives that have been set for them. Assessment also plays a role to assist 
teachers to evaluate their students’ strengths and weaknesses to motivate them (Werdiyanti 
2021).Through assessment, teachers can gain deeper insights into where students excel and 
where they still struggle. (Yilmaz & Toker 2022) also highlights that assessment can improve 
the learning process by focusing on details. Through assessments, teachers will be able to 
provide corrective feedback to address the root cause that impacts wrong students’ answers. 

The integration of technology in education has transformed traditional assessment 
methods, and one such platform that exemplifies this shift is Kahoot. Kahoot is a game-based 
digital learning and assessment tool that enables users to design, share, and participate in 
interactive quizzes (Kahoot, 2025). It has been widely studied and recognized as an effective 

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platform for enhancing student engagement and motivation. According to ŞAD and ÖZER 
(2019), Kahoot functions as an interactive formative assessment tool that provides 
immediate feedback and enriches learning experiences. Moreover, studies have found that 
Kahoot significantly improves students’ motivation, participation, and vocabulary retention 
(Muhd Al-Aarifin et al. 2019; Widyaningrum 2019; Sukumaran & Kuyare 2022). Many 
students preferring it over traditional assessments due to its interactive and gamified nature 
(Wahyuni and Etfita 2023; Rahmayana and Halim 2024). Kahoot has also been 
acknowledged for maintaining student engagement in remote learning environments and 
enhancing classroom dynamics overall (Toma et al. 2021; Heniki & Halim 2024). 

Nevertheless, Kahoot incorporates game-based elements that increase engagement 
and positively impact learning outcomes. Compared to paper-based quizzes, its gamified 
format has been shown to elevate participation and academic performance (Iman et al. 
2021). Furthermore, it contributes to a more collaborative classroom atmosphere (Minton 
and Bligh 2021). Features such as time-based scoring, instant feedback, and leaderboard 
rankings not only stimulate student motivation but also support formative assessment by 
encouraging learners to self-evaluate their understanding before undertaking summative 
evaluations (Iman et al. 2021; Minton & Bligh 2021). As postulated earlier, despite numerous 
prior research examining the application of Kahoot for formative assessment across various 
educational settings, however there is a scarcity of research specifically exploring its impact 
on enhancing English vocabulary proficiency.  

Therefore this research endeavors to explore students' perceptions of using Kahoot as 
an assessment tool to enhance their English vocabulary acquisition in EFL. Henceforth this 
research seeks to provide insights into the potential of Kahoot as a digital tool for fostering 
vocabulary learning in the context of EFL. Therefore, the research question that arises in this 
study is What are EFL students’ perceptions about using Kahoot as a formative assessment 
tool for vocabulary learning? 

METHODS 

Research Design 

This research adopts a qualitative methodology, as defined by (Creswell 2013), which 
is considered a robust approach for exploring and understanding the meaning that 
individuals or groups attribute to educational experiences. The essence of this study is 
phenomenological in nature, focusing on delving into the experiences of EFL students as they 
engage with Kahoot as an assessment tool to support their English vocabulary acquisition. 
Phenomenology, as articulated by (Maruna, S., & Butler 2005), is primarily concerned with 
“the description and comprehension of lived human experiences through observable types 
of direct mental activity and reflective analysis.” This methodological stance is highly valued 
for its effectiveness in probing students’ learning experiences, as underscored by 
(Wimpenny, Peter & Gass 2000). 

Therefore, the decision to employ this phenomenological approach was made to gain 
deeper insights into the subjective experiences of students in using Kahoot for vocabulary 

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learning. This choice is based on the belief that a phenomenological perspective provides a 
nuanced understanding of the engagement, challenges, and perceived benefits of game based 
formative assessments in language learning. By focusing on students’ perceptions, this study 
aims to uncover how interactive and gamified digital tools contribute to vocabulary 
retention and motivation within the EFL classroom setting. 

Research Participants 
This study was conducted with EFL students from an English course setting, focusing 

on their experiences using Kahoot as a formative assessment tool in vocabulary learning. The 
English course within this context refers to a study program where students primarily take 
English lessons as a foreign language. In alignment with the research objectives, participants 
were purposely selected based on the specific criteria that ensured their familiarity with 
technology assisted learning and game-based assessment. 

Purposive sampling was utilized to deliberately recruit students who met the 
necessary criteria to provide relevant insights into the study. The sample consisted of 10 
students, the rationale for choosing these participants was to focus on students who had 
actively engaged with Kahoot in their English learning process. The selection criteria 
required that participants were enrolled in an English course and had played Kahoot more 
than five times. Ensuring these criteria were met allows for a more in-depth exploration of 
their perceptions regarding the use of Kahoot in formative assessment in vocabulary 
acquisition. The research participants are detailed in Table 1. 

Table 1. Demographic information of participants 

Participants Age Sex 
Experience in Using Kahoot 

(Month) 
Student 1 17 Male 4 

Student 2 15 Female 4 
Student 3 15 Female 4 

Student 4 16 Female 5 

Student 5 17 Male 4 

Student 6 17 Female 5 

Student 7 16 Male 4 

Student 8 15 Male 3 

Student 9 15 Female 3 
Student 10 18 Male 3 

Data Collection 

Before initiating data collection, the researchers sought the participants’ willingness to 
participate through face-to-face meetings and private chat messages. The researchers also 
gathered relevant information, such as the students’ prior experience in using Kahoot, their 
English proficiency level, and their familiarity with digital assessment tools.  

This study used questionnaires and interviews. The questionnaires contain open ended 
questions using a five-point Likert scale (Strongly Agree, Agree, Neutral, Disagree, Strongly 

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Disagree) regarding their experiences and engagement with Kahoot in vocabulary 
acquisition. The questionnaires were created via Google Forms and distributed to the 
participants. The questionnaires were designed to provide insights to the researchers on 
students’ perspectives regarding the effectiveness of Kahoot in vocabulary retention, 
motivation, and formative assessment. Additionally, the interviews were conducted using 
semi-structured interviews to explore their experiences and perceptions regarding Kahoot’s 
effectiveness as a formative assessment tool in assessing and reinforcing vocabulary 
learning. The interviews were conducted with selected students, each lasting for 
approximately 10 minutes, to provide insights into how Kahoot influenced their motivation, 
engagement, and ability to retain new English words. The recordings were then transcribed 
verbatim before continuing to the data analysis stage. 

Data Analysis 

Thematic Content was utilised to examine the collected data. As described by (Braun, 
V., & Clarke 2006), this thematic analysis aims to identify patterns and connections between 
themes emerging from qualitative data to address our research questions regarding students’ 
perceptions of using Kahoot as a formative assessment tool in vocabulary acquisition. 

The interview transcriptions were analyzed qualitatively using thematic content 
analysis to identify themes relevant to the research questions. This involved a three-step 
coding process (Terrel in Fithriani et al. 2019). First, significant excerpts and responses from 
participants were manually coded, marking key insights related to Kahoot’s impact on 
formative assessment. These preliminary codes served as a foundation for further analysis. 
Next, all key excerpts were categorized into temporary themes, focusing on students’ 
perceptions of Kahoot’s role in vocabulary learning. Finally, the findings underwent multiple 
iterations of refinement and re-categorization, ensuring that the emerging themes fully 
represented students’ experiences. This cyclical process helped to develop well-defined 
themes from the interview data, highlighting how Kahoot contributes to formative 
assessment and vocabulary retention in EFL classrooms. 

RESULTS 

In this part of research, the researchers present the perceptions of EFL students about 
using Kahoot as a formative assessment tool for vocabulary learning. The findings are 
gathered through questionnaires and interviews with the research participants. The 
following charts show the EFL students’ perceptions towards the use of Kahoot as a 
formative assessment tool for English vocabulary acquisition.  

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Figure 1. Questionnaires Responses  

Figure 1 above illustrates the distribution of questionnaires responses that consist of 
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD) across 
ten statements prepared for conducting this study. For most statements provided by the 
researchers, “Strongly Agree” becomes the largest proportion of responses. It gains 80% of 
the responses for statement 2, showing that the majority of EFL students strongly agree that 
they enjoy using Kahoot for learning English vocabulary. The response “Agree” consistently 
becomes the second most frequent response for all statements, while the response “Neutral” 
and “Disagree” gain smaller percentages for all given statements. In addition, the response 
“Strongly Disagree” is the least common response given by the research respondents. It gains 
0% of the responses for all statements. Chart 1 shows a tendency towards a strong 
agreement with all the provided statements about how Kahoot plays a role in the process of 
English vocabulary acquisition. Furthermore, the table below presents the statements 
included in the questionnaires used to conduct this research. 

Table 2. Questionnaires Statements 

No Statement 

1 I have used Kahoot for learning English vocabulary regularly. 
2 I enjoy using Kahoot for learning English vocabulary. 
3 The updated points after answering each question on Kahoot motivates me to answer the 

next question correctly and quickly. 

4 The leaderboard update on Kahoot pushes me to rank among the top 3 players. 
5 The final score provided by Kahoot motivates me to perform better on the next quiz. 
6 I am more interested in learning English vocabulary when I use Kahoot. 

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Statement
1

Statement
2

Statement
3

Statement
4

Statement
5

Statement
6

Statement
7

Statement
8

Statement
9

Statement
10

SA A N D SD

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7 I can be more focused in learning English vocabulary when I use Kahoot. 
8 My quiz score always increases when learning English vocabulary using Kahoot. 
9 I always gain a better understanding of English vocabulary after finishing a quiz using 

Kahoot. 
10 My vocabulary quizzes and daily practice scores have been improving since I use Kahoot 

to learn English vocabulary regularly. 

  
Table 2 above lists 10 statements that are utilized as parts of the research 

questionnaire. These statements are used to evaluate Kahoot as a formative assessment tool 
in EFL vocabulary class. The statements cover different aspects in evaluating students’ 
experience in using Kahoot as a formative assessment tool. The aspects include regularity of 
use among the students, enjoyment of using Kahoot, motivational factors after using Kahoot, 
impact on interest and focus, and improvements experienced by the students in their English 
vocabulary acquisition. All the statements aim at gathering comprehensive results in 
revealing Kahoot’s role in supporting EFL vocabulary class 

The results of the questionnaire analysis indicates that students generally have a 
positive perception toward the use of Kahoot. One of the most notable findings is that 80% 
of the students "strongly agree" that they derive pleasure from utilizing Kahoot for the 
acquisition of English vocabulary. Moreover, 70% of participants "strongly agree" that 
Kahoot incentivizes them to respond accurately and promptly owing to the points system, 
while 70% also "strongly agree" that they enhance their comprehension of English 
vocabulary after finishing a quiz utilizing Kahoot. Additional favorable reactions are evident 
in pupils' motivation and concentration. For instance, 68% of students "strongly agree" that 
their quiz results consistently improve while utilizing Kahoot, and 66% "strongly agree" that 
the leaderboard incentivizes them to strive for high positions. Regarding the enhancement 
of learning outcomes, 58% "strongly agree" that their vocabulary quiz and daily practice 
scores have improved with consistent use of Kahoot, while 55% "strongly agree" that the 
final scores from Kahoot incentivize them to excel in subsequent quizzes. The findings 
suggest that students view Kahoot as an interesting, motivating, and advantageous formative 
assessment instrument that enhances their vocabulary acquisition in an entertaining and 
interactive manner. 

To explore students’ perceptions regarding the use of Kahoot as a formative 
assessment tool in vocabulary learning, the researchers conducted a thematic analysis of the 
open-ended questionnaire and interview responses. The analysis yielded several significant 
themes that illustrate how Kahoot influences students’ motivation, engagement, and 
vocabulary development. 

Theme 1: Increased Engagement and Learning Enjoyment 

The results of the questionnaire indicate that 80% of students strongly agree and 14% 
agree that they enjoy using Kahoot to learn English vocabulary. These findings suggest that 
Kahoot offers a fun and engaging learning experience. 

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“Actually, when i play this i feel more excited, miss. In our class we usually play Kahoot at 
the end of the lesson, and our teacher lets us choose the game mode, like  classic or 
team mode. So it’s not boring because we can decide how to play.” (P1, Interview) 

This response highlights the student-centered nature of Kahoot implementation, 
where learners are given the autonomy to decide how they want to engage with the tool. The 
opportunity to choose from various game modes contributes to a sense of ownership and 
enjoyment, fostering a more collaborative and inclusive classroom environment. 
Additionally, the competitive aspect of Kahoot was identified as a motivating factor that 
increased students’ enthusiasm. Rather than creating pressure, the competition was framed 
positively, allowing students to challenge themselves and others in a supportive way. This 
was evident in P3's statement: 

“I like it because it’s fun and not stressful, miss. When play kahoot, i can learn new words 
without feeling like i’m studying. It feels like a game and when i get a first place, I feel 
proud of myself. It makes me want to play and learn more. And I can compete with my 
friends in a good way. Then miss, the best part play kahoot is, you  don't need to 
download in playstore just open Google, enter the code, and then voila you can start play 
and answer the questions.” (P3, Interview) 

This reveals that Kahoot provides a fun learning experience that does not cause stress 
for students. P3 feels that learning English vocabulary through Kahoot feels like playing a 
game, not like formal learning. In addition, the element of healthy competition motivates P3 
to learn and play better in order to get the top rank. P3 also highlights the ease of accessing 
the Kahoot app, which does not require downloading from the Play Store simply to access it 
via a browser by entering the game code making the process practical and quick. These 
factors collectively enhance student engagement and enjoyment in enriching their English 
vocabulary. Similarly, P10 expressed increased enthusiasm toward formative assessment 
through Kahoot, noting how the enjoyable and game like experience encouraged repeated 
participation 

"Because we're used to being assessed only once, now we're asking to play again. The 
score is pretty good at the end, but the funny thing is that the teacher used the same game 
for the first and second rounds, but when we asked to play for the third time, the level 
changed to typing answers. I really couldn't answer, lol.” (P10, interview) 

This highlights that Kahoot makes the assessment experience more enjoyable and 
encourages repeated participation. Even though students are usually assessed only once, the 
engaging nature of Kahoot made them eager to play again. As shared by the participant, even 
when the same quiz was repeated, it remained fun until the question type changed to typed 
responses, which added difficulty. This shows that while Kahoot promotes motivation and 
enthusiasm, the level of challenge can shift depending on the format of the questions. 
  

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Theme 2: Enhanced Students' Vocabulary Mastery 

Kahoot significantly contributes to the enhancement of EFL students’ vocabulary 
mastery. A combination of its gamified features such as time-limited questions, instant point 
updates, leaderboards, and repeated quiz practice positively influences students’ motivation, 
vocabulary understanding, and academic performance. From the questionnaire, 70% of the 
students strongly agreed that the updated points feature motivated them to answer the next 
questions more quickly and correctly. Additionally, 66% of students strongly agreed and 24% 
agreed that the leaderboard function encouraged them to aim for the top three positions. 
Furthermore, 70% of students also strongly agreed that they gained a better understanding 
of vocabulary after completing Kahoot quizzes, while 68% strongly agreed and 22% agreed 
that their vocabulary quiz scores had improved through regular Kahoot usage. These 
responses indicate that students not only feel more driven to participate but also observe 
measurable progress in their vocabulary mastery. A student highlighted the incentive 
element of Kahoot's timed functionality and instantaneous scoring. 

“To be honest miss, this so helpfull for me. Especially with the timer, like it makes me think 
super fast if I wanna get high points. When the score pops up right after I answer, it feels 
good, like ‘yes, I got it right!’ And because I have to rush, somehow the words stick in my 
head better example I still remember stove.” (P2, Interview) 

This indicates that the time constrained element in Kahoot substantially enhanced 
their vocabulary proficiency. According to the P2, the presence of a timer created a sense of 
urgency that encouraged them to think quickly in order to gain higher points. This time 
pressure not only made the activity more exciting compared to conventional learning 
methods such as worksheets but also helped the participant to memorize vocabulary more 
effectively. The immediate display of points after answering further motivated the student 
by providing instant feedback, reinforcing correct responses, and enhancing their 
engagement during the assessment process. As P2 stated, this feature made vocabulary 
learning more dynamic and enjoyable, leading to better retention of new words. Besides the 
time constraint, the leaderboard also enhanced students' vocabulary knowledge by 
promoting a competitive atmosphere among learners. This aspect will be further elaborated 
based on the statements from other participants. 

“When I first started using it, I answered randomly because I didn't know the answers, but 
some were correct and some were wrong. When I got it right, I felt  proud that my name 
was in first place, but when I answered randomly and got it wrong, I felt embarrassed 
because I had been bragging earlier. So I remembered and memorised the vocabulary 
that came up. Then the next week there was  another assessment, and it turned out that 
almost half of the vocabulary was the same, like household items like armchair, wash 
basin, and chest of drawers. I got second place, but it’s okay miss at least I didn’t lose to 
the others.” (P10, Interview)  

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This response highlights that P10 experience with Kahoot involved answering 
questions randomly due to a lack of familiarity with the vocabulary. Occasionally, the 
participant guessed correctly and felt proud, especially when their name appeared in the 
first place on the leaderboard. However, when incorrect guesses resulted in mistakes, the 
participant admitted feeling embarrassed, particularly after having boasted about being in 
the lead. This experience motivated the participant to pay closer attention to the vocabulary 
items that appeared in the game, ultimately leading to better memorization and 
understanding of the words. In a subsequent quiz session held the following week, the 
participant recognized that nearly half of the vocabulary items such as "armchair," "wash 
basin," and "chest of drawers" were repeated from the previous round. As a result, the 
participant achieved second place, feeling satisfied with the progress and improvement 
compared to the earlier performance. In addition to the motivational impact of the 
leaderboard, other participants reported noticeable improvements in their vocabulary 
comprehension and usage.  

“Miss, if you were in class when we first used Kahoot, you would have laughed. There was 

a picture of a stove, and we had to type in the answer. Then we could see how many people 

had answered, but the truth is, no one knew the answer, Miss. After waiting 20 seconds, 

the answer turned out to be ‘stove.’ Some people laughed and said, ‘Oh, how were we 

supposed to know?’ Meanwhile, we all typed ‘needle’ at the same time. Because of that 

mistake, I still remember it. I felt embarrassed that I didn't know the answer.” (P4, 

Interview) 

This humorous yet embarrassing experience left a lasting impression on P4 , who 
admitted to still remembering the vocabulary item because the mistake. This response 
illustrates how errors in a low-stakes, game-like environment such as Kahoot can become 
powerful learning moments. The combination of peer interaction, immediate feedback, and 
the novelty of the situation contributed to the student’s retention of the vocabulary word. 
Rather than discouraging the learner, the mistake served as a meaningful and memorable 
event that reinforced their understanding. other participants also reported as demonstrated 
by the following statements. Instant corrections enable students to internalize correct 
answers more efficiently, converting mistakes into significant learning opportunities.  

“I can feel progress. There are questions about connecting words, or when two nouns are 
combined into one, like ask+sorry= apologise or forgive. How can the meaning be so 
different? There are also synonyms from big, it's huge. If there are assessment questions 
like that, it's easy peasy lemon squeezy for me. I remember it even though I didn't get 
many right. Confident numero uno miss” (P6, Interview) 

This highlight P6 also reflected on their growing confidence in mastering English 
vocabulary as a result of using Kahoot. The experience described by P6 further supports the 
role of Kahoot in developing students’ understanding of vocabulary beyond simple 
memorization, by fostering awareness of word forms, meanings, and connections. 

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Vocabulary, enhancing the complex lexical awareness crucial for language proficiency. This 
educational approach underscores the efficacy of Kahoot as a formative assessment 
instrument that facilitates both recognition and memory of language.  

Theme 3: Improved Focus and Attention 

The questionnaire results indicate that 55% of students strongly agree and 35% agree 
that Kahoot enhances their concentration during vocabulary acquisition. Based on the 
interview results the time constrained and rapid format of Kahoot, along with its scoring and 
ranking mechanisms, motivates pupils to remain attentive and reduce distractions. Like P8 
stated: 

“Basically, you have to have an internet connection so you can answer comfortably and 
move up levels faster than others. Sometimes the time limit for one question isn’t 
consistent some are 20 seconds, some are 1 minute. So if that 20 second for 1 questions, 
you have to focus and type the answer, and there’s no time to look at the book.” (P8, 
interview) 

The assertion from P8 indicates that the real time system and score updates in Kahoot 
promote student engagement during the formative assessment process. A reliable internet 
connection is essential for students to respond efficiently and advance through levels. 
Moreover, unpredictable time constraints between questions, such as a mere 20 seconds for 
those requiring written responses, compel students to think rapidly without the opportunity 
to consult their textbooks. This indicates that although Kahoot might improve focus, 
technical factors like connection stability and duration need to be resolved to prevent 
compromising comfort and equity in the evaluation process. Similarly, P5 stated that the 
competitive element in Kahoot also heightened their focus during the assessment. 

"I was really focus when playing Kahoot, miss, because I want to be number one, hehe. In 
game mode, you can just look at your phone, and if you don't understand the question, 
you can ask the teacher directly. But in classic mode or team mode, you have to look at 
the TV to see the questions and answer choices.” (P5, interview) 

P5 statement indicates that the game mode in Kahoot also influences students’ level of 
focus during formative assessment. The aspiration to succeed motivates pupils to adopt a 
more serious and concentrated approach to their responses. In game mode, direct access to 
questions via the phone enhances practicality and facilitates immediate interaction with the 
teacher in instances of confusion. In classic or team mode, students are required to view the 
TV screen to read the questions, thus diminishing both speed and comfort in their responses. 
This indicates that the presentation of questions significantly influences the efficacy and 
engagement of students utilizing Kahoot. The increased focus was also demonstrated by P7, 
who said,  

"To be honest, at first I was afraid to use Kahoot because the teacher told us there was a 
time limit and a ranking system. Even though I didn't win 1st to 3rd place at first, I got 

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used to it and my score improved over time. The rule is not to take too long to think about 
the answer.” (P7, interview)  

This experience demonstrates that utilizing Kahoot can progressively enhance 
students' concentration and perseverance in managing time constraints and competitive 
rankings. Despite initial anxiety, P7 indicated that familiarity with this assessment style 
enables students to adjust, enhance their performance, and maintain active engagement in 
the formative assessment process. Another participant said something similar. 

“When playing Kahoot, my focus really improves. Even though I still often laugh with my 

friends when we get the answers wrong, because we only have 15 to 30 seconds to answer. 

So my brain immediately thinks fast and doesn't want to waste time. Then when my name 

appears in 3rd place on the leaderboard with my other friends, we celebrate.” (P9, 

interview) 

This highlight that Kahoot not only boosts student attentiveness through time-limited 
questions but also maintains a fun and engaging ambiance. P9 indicated that the brief 
reaction interval compels students to think rapidly and remain vigilant, while elements such 
as the live leaderboard foster a sense of exhilaration and constructive rivalry. Despite the 
occurrence of errors, the game like framework fosters positive social interaction and 
motivation, rendering the formative assessment experience both useful and pleasurable. 
Kahoot efficiently enhances students' concentration and engagement during formative 
assessment by integrating time constraints, scoring mechanisms, and interactive forms. The 
platform's competitive and rapid environment compels students to maintain vigilance, react 
swiftly, and sustain engagement throughout the process. Moreover, the gamified elements 
not only bolster motivation but also foster a helpful and pleasurable atmosphere, converting 
assessment into a dynamic and significant educational experience. 

DISCUSSION 

Based on the result this study emphasizes advancements in fostering an engaging 
educational atmosphere via online quizzes, specifically with Kahoot. (Robin and Aziz 2022) 
assert that cooperation via digital tools fosters an active learning environment, enabling 
students to engage more frequently and effectively with learning materials. Traditional 
learning methods, often stressful, can be converted into enjoyable experiences via Kahoot, 
enhancing the acquisition of English vocabulary and positively influencing the final results 
of EFL students.  Kahoot's features, derived from gaming principles, have demonstrated an 
increase in students' learning motivation (N. Iman, Ramli, and Saridewi 2021). This is seen 
in responders' eagerness to respond to the subsequent question with greater speed and 
precision. While not all students derive identical advantages, the majority of EFL students 
exhibit heightened motivation. Moreover, Kahoot's novel leaderboard function effectively 
motivates pupils to enhance their performance on following questions. 

Kahoot increases student engagement and skills to perform better on quizzes that 
evaluate their understanding on a certain subject compared to traditional classroom 

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methods (Rahman et al. 2023). While conventional learning methods still require paper-
based tests, Kahoot starts to implement game elements to make the learning and assessment 
environment become more relevant for the learners. It creates a less intimidating 
assessment atmosphere. With the fun features provided by Kahoot, students possess a desire 
to climb the leaderboard that shows players with the highest score. It becomes a positive 
competition as students will endeavor more to deepen their understanding. In addition, 
Kahoot offers such an interactive and engaging environment (A. Rahman et al. 2023). 
Students can ask questions, share their understanding, and learn from each other on the 
same digital platform, which is more engaging, comfortable and effective compared to a 
traditional classroom environment. The features do not only create a fun learning and 
evaluation atmosphere, but also motivate students to engage deeply, think quickly, and 
choose the answers correctly.  

The adoption of digital learning has numerous opportunities, including heightened 
student engagement in the learning process (Tukiran 2024). This study demonstrates a 
heightened interest among EFL students in acquiring English vocabulary due to the adoption 
of digital learning methods. Adopting a digital learning method is not always about using 
screens. It also highlights technology usage that is able to provide more dynamic and 
interactive learning experiences. Through digital technology usage, students are not only 
able to read the learning materials but also see and experience it directly through various 
types of media. This usage of digital technology turns passive interaction into active 
participation by the students. This heightened focus facilitates classroom management for 
educators and has the potential to enhance overall learning results. When the interest to 
learn English increases naturally, the process to deepen the understanding of the material 
tends to go more effectively. It can happen because the genuine interest in learning shifts 
students’ perception from viewing it as a compulsory task to perceiving it as a fun voluntary 
process. 

The responses gathered in this study reveal that most respondents are more interested 
in assess their English vocabulary when they use Kahoot. This finding highlights that a digital 
assessment tool, such as Kahoot, can appeal to students so that their interest in learning 
English can be increased. Kahoot takes part within this learning process to keep the students 
interested and motivated while they are acquiring new English vocabulary (Salsabila, R., & 
Apoko 2024). Kahoot improves the language classroom as it allows the introduction of new 
information to English language, which supports the content to be more accessible and 
interesting. (Cahyaningtyas and Chakim 2023) also reveals that it leads to a result where 
there are more students who are attending Kahoot activities to participate, engage, and learn.  

The research participants indicated that as a digital assessment tool, Kahoot motivates 
them to answer the next question correctly and quickly. Motivation becomes a crucial aspect 
as it influences the progress made by EFL students in acquiring English vocabulary (Salsabila, 
R., & Apoko 2024). A high level of motivation can lead to a more effective English language 
acquisition process. Teachers can utilize Kahoot as a medium to increase students’ 
motivation. Furthermore, Kahoot enables the students to do self-reflection based on the 
evaluation provided by Kahoot that immediately appears after each quiz session. They can 

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evaluate their strengths and weaknesses on the subject. With this assistance from Kahoot, 
the English vocabulary acquisition process can be improved. 

Moreover, Kahoot's advancement in offering engaging educational elements persists 
throughout its evolution (Robin and Aziz 2022). EFL students can concentrate more on the 
learning process due to a learning environment that diverges from traditional approaches, 
as its characteristics are customized to their educational requirements. This supports the 
perspective that incorporating gaming aspects into educational activities enhances the 
optimal learning process (N. Iman et al. 2021), as evidenced by the enhanced quiz scores of 
EFL students.  Also, additional research corroborates that employing Kahoot as a formative 
assessment instrument might augment student involvement and interaction in online 
classes  (Wang & Tahir 2020). Kahoot facilitates vocabulary acquisition for pupils while also 
enhancing their confidence in utilizing English (Licorish et al. 2018). Nonetheless, it should 
be recognized that not all students are at ease with this approach, since individual learning 
preferences differ (Zainuddin 2023).  

While Kahoot may not be a digital assessment tool that suits every student’s learning 
style, this study has proven that Kahoot works effectively to most respondents in enhancing 
their learning motivation, increasing their performance, and gaining better understanding. 
It shows the platform’s ability in capturing students’ attention, particularly during their 
English vocabulary learning process. This innovation, which implements a game-like 
approach, shows its significant value and crucial roles by getting players more engaged and 
assisting them to perform better (L. Rahmayana and Halim 2024). By transforming tasks into 
interactive and fun quizzes, it genuinely motivates the participants. As a result, it leads EFL 
students to invest more effort in their English vocabulary acquisition process and focus 
during their assessment.  

This study demonstrates that most students gain a better understanding of English 
vocabulary after finishing a quiz using Kahoot. Rahmayana & Halim (2024) states that the 
role of Kahoot in assisting students to master the material indicates that Kahoot has succeed 
to increase students’ drive to learn. It can be evidenced by how it presents a more enjoyable 
learning environment in which students do not hesitate to engage eagerly. It is also 
supported by how Kahoot generates rewards for game participants for their endeavour, 
which boosts their motivation. It leads to a result where students have something to pursue 
by learning further, although the context still revolves around game activities. 

The incorporation of technology such as Kahoot in English language education allows 
educators to do real-time assessments, facilitating the swift identification of students' 
challenges and the provision of suitable feedback (Plump, C. M., & LaRosa 2017). Kahoot is 
not solely an entertainment tool, it is also a significant device for improving the efficacy of 
English vocabulary acquisition for EFL students. In addition, the efficiency in feedback that 
Kahoot provides efficient grading time for teachers. As a result, teachers are able to dedicate 
more time to discussing learning materials that require deeper evaluation rather than 
administrative tasks. It proves that Kahoot does not only benefit EFL students, but also the 
teachers.  

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CONCLUSION 

This research reveals the perceptions of utilizing Kahoot as a formative assessment 
tool in English vocabulary acquisition among EFL students. The findings show that Kahoot 
has played a significant role in increasing the interest of EFL students in learning English 
vocabulary, which also contributes positively to their academic improvements. As a 
formative assessment tool, Kahoot serves as a platform providing fun features which assist 
EFL students to learn English vocabulary within a fun learning atmosphere. The gamification 
features, such as timer, background music, updated points, leaderboard, and final score, 
allow EFL students to acquire English vocabulary effectively. 

Kahoot has shown positive differences compared to other learning methods that do not 
apply technological advancements. Since using Kahoot, EFL students tend to be more 
interested, focused, and enjoy the learning process. Additionally, EFL students feel more 
motivated to increase their quiz scores, boost their ranks, and perform better on the next 
quizzes. As final impacts, Kahoot has performed well to increase students’ understanding 
and scores in their English vocabulary acquisition. However, Kahoot may not always work 
effectively for EFL students who are not suitable for gamified learning methods.  

After examining how Kahoot is perceived as a formative assessment tool in English 
vocabulary acquisition among EFL students, Kahoot can be utilized frequently to boost the 
students’ interest and productivity in learning English vocabulary. In addition, teachers may 
also start to apply Kahoot utilization in other English learning focuses. Consequently, future 
study should aim to enhance participant diversity and investigate students' emotional 
responses, learning preferences, and digital literacy levels about gamified assessment 
systems. Teachers are advised to utilize Kahoot in classroom practice for vocabulary and 
other aspects of English learning, while providing adequate help and different formats for all 
students, particularly those who experience difficulties with time constraints. Students are 
encouraged to utilize Kahoot not merely as a competitive game, but as a reflective learning 
tool by leveraging feedback to monitor progress and enhance their comprehension of 
terminology. 

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