The impact of kahoot on students reading comprehension at le quy don junior high school

ON STUDENTS’ READING COMPREHENSION AT LE QUY DON JUNIOR HIGH SCHOOL MASTER OF ARTS IN TESOL Trang 2 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- HO VU

INTRODUCTION

Background of the study

Reading instruction is critical because it allows students to develop abilities to comprehend the content of English texts Through reading, students can obtain a wide range of information, communication, and ideas, which expands their knowledge based on language acquisition (Pretorius, 2000) Reading is essential to ensure success in English learning (Cambria & Guthrie, 2010) While it is evident that reading comprehension is vital, teaching reading comprehension is still a challenge According to Kasim and Raisha (2017), students’ challenges in understanding English texts stem from a lack of vocabulary knowledge, background information, grammatical knowledge, and poor reading skills, which are crucial in increasing the difficulties

Furthermore, students also face other problems, including difficulty absorbing information from the text, identifying the text’s main ideas, answering text-related questions, summarizing the text, and comprehending the underlying meaning of the written text (Graham & Bellert, 2004) Even though most students recognize the importance of reading, some regard it as a tedious activity, particularly when they believe it is challenging to comprehend the text’s substance Furthermore, their inability to link information from the text with prior knowledge has an impact on their reading abilities They lack language and word knowledge, vocabulary, reading techniques, reading abilities, interest, quantity, and motivation (Hamra & Syatriana, 2010) As a result, the instructors must use the proper approach or strategy to reduce students’ boredom and improve their reading ability (Pradnyadewi & Kristiani, 2021) Unfortunately, most instructors continue to teach reading using traditional media such as textbooks and whiteboards Therefore, learners are disinclined to read because they are bored

Junior high school students were born as Generation Z students, who are digital natives They have been exposed to technology since birth, which has become an inextricable aspect of their lives (Farrell & Phungsoonthorn, 2020) Unsurprisingly, the

2 impact of the technological revolution on this group was significant (Sakdiyakorn et al.,

2021) Consequently, using technology as a medium to enhance the teaching and learning process is critical Employing media in the classroom is crucial since it may assist students in engaging their interests and increasing their motivation According to Prensky (2001), students are excited to try new technologies to improve their learning, partly because they are proficient in using digital technology and prefer to utilize applications and games designed for these devices With the advancement of technology, one subset of technology is educational games, which are essential to language acquisition nowadays The use of online gamification platforms for specialized motivation enhancement in EFL contexts is part of a learning environment that aims to assess participation and competence (Bicen & Kocakoyun, 2018) Students will be interested in studying English, especially reading comprehension if they have strong motivation and a good learning technique to help them learn English more effectively Among those game-based learning platforms, Kahoot! is one of the most popular English teaching and learning applications among teachers and students (Kapuler, 2014) As a fun online game, Kahoot! may provide numerous benefits for both teachers and students, and it is believed to be successful in teaching reading.

Statement of the problem

This study was conducted at a Vietnamese secondary school, so it was necessary to consider its context English is a required subject for all students in junior high school across the country Secondary school curricula and syllabi in Vietnam have emphasized English study In Resolution No 88/2014/QH13 on the renovation of general education textbooks and programs (National Assembly, 2014), it is said that in every official test and exam at secondary schools, the reading section accounts for at least 20% of the entire examination Furthermore, reading skills impact other parts of English learning since it serves as an important source of input for developing skills (Aebersold & Field,

1997) EFL learners like language learning and cherish their English studies as their reading skills improve (Nation, 1997) Therefore, once students fail to achieve this skill, it will influence their total test scores, which will reduce their learning motivation

Like many other high schools in Vietnam, eighth-grade students use the Tieng Anh

8 textbook at Le Quy Don junior high school The primary academic resource employed in this study is a comprehensive seven-year textbook series (from grades 6 to 12) with the esteemed authorship of Associate Professor Dr Nguyen Van Loi The textbook - Tieng Anh 8 is a part of the mandated textbook series, including 16 units organized around specific themes Every unit consists of five sections, which include four skill- based sections ( reading, listening, speaking, and writing) and a language-focus section

As provided in Dispatch No 5333, enacted by the Minister of Education and Training, eighth-grade students have three lessons per week, and each lesson lasts 45 minutes In

2 weeks and six periods, students must learn all four skills, language focus and vocabulary instruction Despite significant attempts to improve reading instruction quality, Vietnamese students struggle to comprehend English texts Inadequate vocabulary, a shortage of prior knowledge, and a lack of enthusiasm to read are all believed to influence learners’ reading comprehension (Thao & Tham, 2018) Considering the limited time, teachers have to conduct many tasks in a short time during a reading session; as a result, they mostly employ conventional methods such as whiteboards and books, which can make students feel uninterested Because students believe reading classes are uninteresting and non-interactive, students tend to pay less attention in the reading class According to Middleton (2011), reading motivation may influence students’ interests, efficacy, and aspirations since these variables can increase comprehension outcomes Furthermore, low reading motivation might lead to reading failure in students (Sani et al., 2011)

Currently, junior high school kids are part of the generation known as Generation Z This generation is characterized by their proficiency in technology and strong connectivity They heavily rely on social media platforms, like visual content and entertainment, and have a relatively short attention span Additionally, they highly value staying connected with others (Wahab et al., 2018) Generation Z students exhibit a preference for acquiring knowledge through contemporary technologies and express a desire for the integration of these tools within the pedagogical framework (YALÇIN İNCİK, 2022) Therefore, digital technology has become an integral part of their daily

4 lives, and they feel familiar with it Due to Gen Z’s distinct learning characteristics, researchers advocate altering teaching approaches to better adapt to the unique learning features of Gen Z students As a result, teaching approaches associated with digital technology must change to become more visually interactive, provide instant access to content and include technology and social media/networking in the classroom (Cilliers,

The appearance of Covid 19 brought not only challenges but also new opportunities for both learners and teachers to experience different kinds of teaching methods Teachers had chances to integrate new teaching methods involved in technology resources to teach reading skills Game-based response systems (GSRS) have gained significant popularity as a means to incentivize students, enhance classroom involvement, and foster cooperative learning The motivation, engagement, and psychology frameworks have been explored and outlined as the benefits of gamification According to Muntean (2011), gamification enhances intrinsic motivation by fostering a perception of mastery, freedom, and cooperation through the incorporation of external components like levels, points, and badges As a result, the researcher recommended integrating creative lectures with game-based response systems to increase engagement and learning levels in the reading lessons

Among those gamification platforms, Kahoot! is one of the most popular tools used in the classroom The implementation of interactive learning materials in the classroom creates an engaging and competitive environment for both students and instructors, offering an alternative approach to traditional teaching methods The research conducted thus far has focused on examining the use of Kahoot in teaching and learning

‘Kahoot!’ is an online gamified educational tool that resonates like a “gameshow” and allows teachers to track their students’ progress while students join a “game” (Licorish et al., 2018)

Further research by Wibisono (2019) found that Kahoot! game has a beneficial influence on the effectiveness of teaching tenth-grade students reading However, no studies have been done on the benefits of Kahoot learning activities on reading

5 comprehension in secondary schools in Vietnam in general and Le Quy Don secondary school in particular

Practically, during the COVID-19 pandemic, the researcher applied Kahoot! platform into teaching and recognized that the incorporation of Kahoot! in the classroom setting facilitates increased levels of interaction among students The researcher proactively controlled and facilitated the learning process, so afforded the students a chance to discuss amidst the questions A significant proportion of students expressed a positive inclination towards the competitive aspect of the game, asserting that it facilitates their comprehension of subjects and enhances their engagement with the quiz

Based on the reason above, the purpose of this study is to investigate the use of the Kahoot game as a tool for teaching reading comprehension at Le Quy Don secondary school Therefore, this study is entitled “The effects of using Kahoot! activities on Reading Comprehension for EFL students at Le Quy Don junior high school ”.

Aims of the study

The main aim of this study is to investigate the effects of Kahoot! activities on EFL junior high school students’ reading comprehension performance

In particular, it aims to:

1 Investigate the influence of Kahoot! activities on English teaching and learning reading comprehension at Le Quy Don junior high school

2 Explore the students’ perceptions of the use of Kahoot! activities in learning reading comprehension.

Research questions

The construction of research questions was undertaken to facilitate the achievement of the mentioned objectives:

1 To what extent does the use of Kahoot! learning activities influence the reading comprehension performance of students at Le Quy Don junior high school ?

2 What are these students’ perceptions of the use of Kahoot! learning activities in learning reading comprehension ?

Scope of the study

This study aimed to investigate the use of Kahoot! application in improving students’ reading comprehension skills in grade eight at Le Quy Don Junior high school

According to Circular No 28/2021/TT-BGDDT (MOET, 2021), the English level of secondary school students is equivalent to level A2 of CEFR More specifically, in reading skills, eighth-grade students are able to understand the main idea and the specific information on familiar topics In order to complete this study, the subskills of reading comprehension were based on the familiar topic in the textbook English 8 in collaboration with the CEFR standard Therefore the researcher mainly focused on the influence of Kahoot! activities on two subskills of reading comprehension: finding the main ideas and finding specific information These sub-skills are familiar in most of the reading comprehension part of English tests and even the English 10th-grade entrance exam in Vietnam

Moreover, this study also investigated students’ perceptions towards the use of Kahoot! activities in learning reading comprehension Eighth-grade students from two classes took part in this study The first-class experienced the traditional teaching and learning activities in the reading class These students received the conventional method in the reading class Meanwhile, another followed the implementation of Kahoot! game in their reading lessons The students in these two classes studied the same materials, which were the reading sections in the textbook and the reading section based on CEFR- level A2.

Significance of the study

The primary aim of this study is to investigate the efficacy of using Kahoot! application as a means to enhance students’ reading comprehension at Le Quy Don

7 junior high school The significance of the research is to contribute to the expansion of the researcher's perspective and offer both theoretical and practical benefits

The outcomes of this study are expected to show the utilization of Kahoot! application could potentially serve as a novel instructional tool for English educators at

Le Quy Don junior high school, providing them with more innovative and unique teaching tools to help students improve their reading comprehension abilities In practice, it would instruct English teachers on how to use Kahoot! game to engage students so that they are interested in studying English, precisely reading comprehension

For the students, they will experience fresh and fascinating learning in the classroom, which will increase their enthusiasm for mastering English reading skills Furthermore, by employing Kahoot! as an integrated technology into the learning process, the procedure of this study might aid students in improving their reading skills

Hopefully, this study can provide useful information and assist other researchers in performing more research on the use of Kahoot! in connection to students’ reading comprehension in various circumstances.

Organization of the Study

This paper consists of six chapters Below is a detailed explanation of what each chapter discusses

This chapter discusses the study’s context, research questions, objectives, scope, significance, limitations, terminology, and paper organization

This chapter elaborates on the theories underlying this study

The present chapter provides an overview of the methods utilized in this study The components encompassed within this study are the study design, the research site and participants, the methodology employed for data collection, the research procedure, and the data analysis

This chapter presents the study’s findings based on the data obtained in chapter III

This chapter presents the study’s discussion based on the data obtained in chapter

Chapter VI: Conclusions and Suggestions

This section provides the study’s conclusion In addition, it provides recommendations for linked parties for future research

LITERATURE REVIEW

The concept of reading comprehension

According to Kazemi et al (2013), reading is a sophisticated “cognitive activity” that involves decoding symbols to create or deduce meaning that may be utilized for language acquisition, communication, and the exchange of ideas and information One of the reading’s objectives is comprehension Besides, Heiman (1981) defined that reading comprehension as a cognitive process wherein individuals generate meaning from written material by employing interpretive and interactive procedures To avoid misunderstanding, we must comprehend the text’s content when reading Reading without understanding may result in the loss of particular messages or details Reading and comprehension are inseparable since knowing and interpreting written symbols are required to comprehend the text Reading comprehension involves more than just the reader’s reaction to the text According to Klingner et al (2007), the process of reading comprehension necessitates a substantial level of engagement between the reader and their prior knowledge, strategic approach, and various factors related to the text, including interest and comprehension of its genre As a result, a person’s reading comprehension is influenced by the filter of their knowledge and belief system (Shanahan, 2005) On the other hand, reading comprehension can be defined as the cognitive process of extracting significance and understanding from written material (Graesser, 2007) The purpose of reading, according to Graesser’s notion, is to grasp the text The reader and the author are both involved in reading comprehension The process of comprehension entails deciphering the writer’s words, after which The reader employs contextual knowledge to comprehend the author's intended meaning and message

In contrast, reading comprehension is not just considered a sophisticated process but also an interactive one In this regard, Snow (2002) asserted that reading comprehension can be defined as the cognitive process through which individuals acquire and generate meaning by engaging with written language Reading comprehension is the act of

10 building meaning by coordinating a variety of complicated processes, as stated by Sanford (2015) Reading comprehension is a complex process that needs the reader to interact actively with the text’s contents The reader assumes an active role in engaging with a given text and understanding the interconnections of concepts within the text This process is facilitated by the reciprocal interaction between the reader's prior knowledge and the information acquired from the text On the basis of the preceding explanation, it is possible to conclude that reading comprehension can be characterized as a cognitive process wherein the reader engages in the generation of key information, visualization of specific details, and perception of the overall coherence and significance of the presented facts The reader's prior experiences, knowledge, linguistic background, and cultural context have an impact on the reading comprehesion

2.1.2 Principles in Teaching Reading Comprehension

Seven guidelines are proposed by Andrew (2004) to assist teachers in making their reading lessons engaging and relevant to their students

Principle 1: The reading materials for students must be engaging In their reading classes, teachers might incorporate actual and authentic materials

Principle 2: text reading is the primary activity of the reading lesson Teachers should require students to participate in meaningful reading activities

Principle 3: activities and exercises should represent the interactive, task-based aspect of authentic reading It implies that each instruction should have a defined purpose

Principle 4: Activities and tasks permit students to apply their knowledge and experiences to the reading text It means that the assessment of students' subject knowledge is crucial for teachers in determining an appropriate topic selection

Principle 5: Reading lesson instructional activities should emphasize teaching rather than testing In other words, teachers must remember that the purpose of reading instruction is to instruct students to comprehend or interpret unfamiliar texts

Principle 6: Each lesson should incorporate a variety of reading activities Teachers must diversify reading activities to retain students’ attention, motivation, and reading speed

Principle 7: Farrel suggested that lessons should be divided into pre-reading, while- reading, and post-reading stages Teachers can commence the reading class by presenting the objective of the lesson and motivating students to engage their existing knowledge prior to engaging in the reading activity

Besides, a few principles for building an interactive reading strategy are also developed by Brown (2001) The following is a description of each of them:

1 Ensure that you do not disregard the significance of reading skill instruction in an interactive curriculum

2 Employ strategies that promote intrinsic motivation

3 When selecting texts, consider authenticity as well as readability

4 Reading strategies should be encouraged

5 The bottom-up and top-down processing should be included

6 Comply with the SQ3R procedure (survey, question, read, recite, and review)

7 Classify the strategies as pre-reading, during, and post-reading

8 Develop techniques that incorporate some form of assessment

The concepts behind the instruction of reading encompass several crucial aspects that necessitate the teacher's consideration For instance, it is imperative for students to actively connect with the texts and possess the capacity to effectively respond to them The principles also emphasize the significance of motivation in the context of reading, as it is intricately linked to the student's active engagement in the reading process Furthermore, selecting appropriate assignments is a crucial factor in enhancing the

12 engagement level of the reading activity By utilizing these principles, both the instructor and students can be supported in achieving a high standard of the reading process

2.1.3 Factors influence reading comprehension learning

Several studies have demonstrated that student reading comprehension performance is impacted by a variety of factors Students encounter many problems when doing reading comprehension, such as students cannot read, comprehend, and grasp the concept According to Thao and Tham (2018), reading entails not only understanding the meaning of the letters’ symbols but also interpreting them They must be able to interpret the readings by using prior knowledge and determining their accuracy and plausibility A rising amount of data supports the notion that a reader’s previous knowledge of what he is reading is one of the most critical elements in deciding whether a student will comprehend what he is reading or not (Kamhi, 2007) Students should engage in appropriate classroom activities on a regular basis in order to continue making progress in learning and to foster self-concept and motivation (Worthy, 1996)

In support of these above statements, the study by Klingner et al (2007) asserted that poor readers exhibit deficiencies in various factors that impact their text comprehension, including word reading (decoding), fluency (accuracy and speed of reading), vocabulary (understanding the meaning of words in context), and world knowledge (having sufficient background knowledge to benefit from reading text) According to Suwanaroa (2021), vocabulary was the most prevalent issue in the survey Other issues, like comprehension, grammar, and personal experience, were discovered less frequently Furthermore, in the study, the aspect of reading issues that had the most significant impact on reading competency was students’ attitudes Continually looking up the meaning in the dictionary to determine their meanings makes the students lose interest in reading, which leads to demotivation They become bored and uninterested in reading comprehension due to these activities Therefore, teaching reading comprehension to the students was a challenge for the instructor (Ulfa, 2012)

Consistent with the findings of Mohammad & Hasbi (2021), it was shown that students at all grade levels still experience reading difficulties, such as reading without comprehension They cannot comprehend the significance, communicate meaning, assess information, or synthesize concepts Students with poor academic performance develop a negative attitude towards learning English and lose interest in studying Moreover, a notable association exists between the degrees of anxiety experienced by students and their reading comprehension abilities (Tien, 2017) In other words, those with lower proficiency levels in reading are more likely to have reading anxiety As a result, teachers must discover suitable ways to alleviate students’ apprehensions about second-language reading According to Lenski and Lewis (2008), three challenges that impact poor readers’ reading comprehension: text difficulty, a lack of enthusiasm and engagement, and inappropriate or ineffective instruction strategies are a few examples Moreover, some English language teachers mainly emphasize translation and memorizing of vocabulary and grammar rules, which does not foster critical thinking and hinders students’ ability to read comprehension

The theory above concludes that reading comprehension is influenced by a number of elements, including the reader’s ability, motivation, previous knowledge, the reading strategies utilized by the reader, and the properties of the texts they are reading These reading instruction principles highlight crucial issues for teachers, such as the need to engage students with reading texts and develop their ability to respond The principles also emphasize the importance of motivation and engagement in reading as they relate to the active reading process of students In addition, selecting appropriate activities is one of the aspects that might make the reading activity more engaging and challenging

By referring to these concepts, teachers and students can be supported in achieving a reading process of high quality.

Perception

Some scholars have offered a variety of definitions of perception According to Unumeri (2009), perception can be defined as a cognitive process by which individuals

14 interpret and make sense of their surroundings or experiences Nasution and Ahmad

(2020) stated that perception refers to the cognitive process by which individuals evaluate something based on their subjective experiences Besides, perception is a subjective phenomenon as it is contingent upon each individual's unique conditions and abilities, resulting in varying interpretations among individuals

Perception is crucial as it serves as an individual's primary mode of cognitive engagement with the external environment

According toDamayanti et al (2020), following an individual's interaction with perceived things, the outcome of perception manifests in two forms: positive and negative

Positive perception refers to a cognitive process in which individuals interpret and evaluate information and knowledge in a favorable manner In this case, individuals who have a positive perception will be inclined to acknowledge and support the perceived object

Negative perception refers to the cognitive process in which individuals interpret and evaluate information in a negative or unsuitable impression of the perceived object

In this situation, individuals with a negative perception will exhibit a tendency to reject and oppose any perceived efforts

Therefore, an individual's inclination to engage in a particular behavior is inevitably influenced by their positive or negative perception Furthermore, the perception of an object, whether good or negative, is contingent upon how an individual expresses their understanding of this object

Many factors can influence individuals' perceptions However, according to Robbins and Judge (2009), two main factors affect an individual's perception: internal and external

Internal factors refer to the elements that arise from inside an individual It is determined by psychological factors such as intentions, personality, feelings, will, desires, motivation, and gender Every individual's internal factor is unique and shaped by his background and environment

External factors are those that originate from outside an individual They are influenced by various external elements, including nature, intensity, size, contrast, repetition, motion, novelty, and familiarity

Therefore, it may be inferred that perception depends on the effect of multiple elements These elements may arise from external sources or internal attributes of the individual Hence, each individual possesses a distinct perception towards a specific entity(Mirhadizadeh, 2016).

Gamification learning approach

Gamification is a subject of considerable interest that is currently receiving attention across various study domains, including education, psychology, game theory, design, human-computer interaction, digital information systems, business, and medical science (Mora et al., 2017) As a result, it began to be utilized in a variety of contexts across the globe Gamification is an offshoot of CALL, and the utilization of gamification has had a profound impact on the comprehension of the process of acquiring a second language (Reinders & Stockwell, 2017), particularly in the context of utilizing technology-mediated approaches to learning English(Sauro, 2016)

The literature provides many definitions of gamification, with Deterding et al

(2011) providing the most widely used definition of gamification, which refers to applying game design elements and mechanics in a non-game setting Figueroa Flores

(2015) added that “basically, any task, assignment, process or theoretical context can be gamified” In addition, gamification refers to a strategy for increasing the user experience of a service or system by introducing game-like elements (Mora et al.,

2017) Contrary to what many may believe, gamification does not include creating a

16 game but rather incorporating the features that make games entertaining, such as competition, learning goals, and incentives, into other activities (Deterding et al., 2011) Gamification takes advantage of the use of games’ intrinsic motivational and emotional power to achieve goals rather than the entertaining purposes of the game itself (Sailer et al., 2013) One purpose might be to get students more involved and more active during a lecture or even to influence students’ attitudes towards studying and taking exams better According to Deterding et al (2011), gamification in education is mainly employed to alleviate students’ boredom and indifference to the course Gamification relies on the fact that players are rewarded with praise and encouragement when they achieve a goal In studies on gamification, it was discovered that, in addition to rewards, internally driven goal setting and competency could have significant effects on employee engagement It has been stated that computer technologies are persuasive for permanent changes in human behavior and that they may play an important role when combined with motivation Moreover, Zichermann and Cunningham (2011) characterized it as the application of game principles to non-gaming circumstances

According to Moncada and Moncada (2014), there are eleven characteristics of gamification:

1 There are clearly defined learning outcomes and objectives

2 A game-based activity tailored to a specific skill set

3 Give the participants motivation and challenge to succeed

4 Create a safe environment when failures occur

7 Provide easy-to-follow directions

8 Rules are simple to follow

10 The content in it is accurate and well-stated

As a result of the improvements and advancements in education and technology, learning approaches have evolved In this way, the context in which language is taught and learned is widened, and EFL learning exceeds the typical classroom setting (Lan et al., 2018) Numerous authors have researched the use of gaming approaches in the context of L2 learning and have analyzed the positive benefits of this unique technique According to Dehghanzadeh et al (2019), language learning can be simply gamified with simple digital technologies like Kahoot! or Quizlet They are free resources that can be integrated into daily classroom practice The students’ attitude improves as a result of working with this method in class, gamification can promote heightened attention, engagement, and willingness to participate actively in classroom activities (Veljković Michos, 2017) The incorporation of goal-oriented activities in the learning process enhances motivation and enjoyment Motivation and interest in learning are essential attributes of gamification, serving as pivotal factors in its effectiveness (Lee

& Hammer, 2011; Yürük, 2019) Figueroa Flores (2015) also views gamification as a method to increase student engagement and unlock a more engaging and effective learning experience for the student Teachers are expected to integrate media in their instruction in educational settings, particularly when teaching reading According to Yang et al (2018), conventional instructions in teaching the reading comprehension learning process remain prevalent in the majority of EFL contexts The reading class focuses on providing instruction in textual explanation, vocabulary demonstration, grammar instruction, and rigorous practice exercises centered around language structures (Cortazzi & Jin, 2013; Pan & Wu, 2013) The emphasis of these traditional methods is on linguistic precision and memorization In addition, It is commonly observed that teachers typically serve as the primary providers of language information Consequently, students are often perceived as passive learners, and their autonomy in the learning process is often constrained (Ning, 2011) Focusing on the issue of reading

18 comprehension, reading comprehension instruction has become more student-centered and communication-focused recently (Brown, 2014) Suh (2009) noted that the pedagogical approach to teaching reading comprehension should prioritize the development of students' ability to derive personal meaning from texts independently Therefore, specific communication approaches should be infused into reading sessions

In addition, learning EFL reading necessitates more teamwork, engagement, and complex learning approaches Based on these reasons above, using gamification as an alternative to traditional teaching methods in reading comprehension classes is one of the most promising solutions

However, this method has downsides as well Using gamification apps frequently will become more of a duty than an enjoyment, and as a consequence, it will demotivate students (Furdu et al., 2017) In addition, Lee & Hammer (2011) revealed that if gamification is not used systematically in the classroom, it can result in a number of issues, including being easily predictable and monotonous, being meaningless if the learning objectives are not adequately articulated, and negatively impacting students Therefore, in order for this innovative teaching method to be successful, teachers must be well prepared to acquire knowledge on successfully covering the content, integrating technology, and engaging students to facilitate deep learning during lecture sessions (Dakka, 2015)

In conclusion, gamification is a tool that allows students to learn without anxiety; as a result, students are more engaged in-class activities With the aid of these gamification technologies, students are able to use the language in a less conventional way and reach their full potential by using them in more natural settings

Student response systems (SRS) are an illustration of classroom technology Student-response systems are commonly employed as a means of presenting multiple- choice questions, which provides students with the chance to engage in collaborative problem-solving This approach promotes cooperation and peer engagement and enables the simultaneous assessment of students' abilities (Sellar, 2011) The most

19 important component of SRS is that teachers can utilize them as tools to conduct interactive lectures by posting questions during class and then collecting and analyzing student responses via an application It is known that this technology can be incorporated into a system via an electronic device (a clicker) that participants use to respond (Galal et al., 2015)

2.3.4 Game-based students response system (GSRS)

Students using SRSs are required to interact with activities presented on a screen using projectors, computers, or smartphones (Wang, 2017) Collaboration between gamification, game-based learning, and student response systems led to the creation of game-based student response systems According to Wang and Lieberoth (2016), game- based student response systems represent a progressive advancement in the implementation of game-based learning within educational settings Game-based

20 student response systems are defined as game-based systems that incorporate game elements, wherein teachers create interactive quizzes as instructional resources for students These quizzes are designed to elicit responses from students who utilize their digital devices to answer questions (Licorish et al., 2017) These approaches necessitate students' engagement in synchronous interactions through the utilization of technological strategies that enable them to access web pages and interventions Pond

(2010) emphasized the significance of employing connecting gadgets as educational tools to promptly deliver learners' feedback to the instructors, hence augmenting student engagement within the classroom

2.3.5 Advantages and disadvantages of GSRS

Prior research by Caldwell (2007) outlined the specific uses of GSRS These interactive devices have been found to positively impact classroom attendance, attention span, and the stimulation of classroom conversation discussion These advantages are reinforced by the fact that students can receive instantaneous feedback, allowing teachers to modify lessons and follow-up conversations based on how well students comprehend the material (Bruff, 2009) In addition, using points and sound effects in the GSRS application positively impacted the intrinsic motivation of students (Wang & Lieberoth, 2016) It also provides a playful, game-like teaching environment

Furthermore, effective learning can be achieved by giving students more active involvement in the classroom (Bruff, 2009) This student-centered instruction can inspire classroom discussions depending on the diverse responses provided Besides, Kahoot! fosters students' capacity for critical reflection on established notions while facilitating the expansion of their knowledge (Plump & LaRosa, 2017) and providing students with opportunities to articulate and defend their perspectives on various subjects (Mendez & Slisko, 2013) Moreover, Kay and LeSage (2009) provide a comprehensive list of the benefits associated with the implementation of SRS in various areas, including classroom environment, educational outcomes, and evaluation processes They asserted that these platforms possess the capacity to cultivate learners who are more attentive and engaged, facilitate increased interaction within the

Kahoot!

The online game Kahoot! evaluates students’ content knowledge The game is available at no cost to teachers and learners, and engagement simply requires a multimedia device (Siegle, 2015) Kahoot! is widely recognized as a prominent game- based learning platform that exhibits a high degree of user-friendliness, catering to the needs of both educators and learners Kahoot! is an educational tool that employs game- based elements to enhance real-time classroom engagement and participation among all students Kahoot! is available through a web browser Students will respond to the questions using a smartphone, tablet, laptop, or comparable devices, which offer many ways to practice a language, such as quizzes, conversations, and surveys that make the learning process more enjoyable, engaging, and challenging (Yürük, 2019) The platform's features empower instructors to create customized content, administer quizzes, and assess student performance, while also providing students with the convenience of joining without registration, the enjoyment of anonymous play, the opportunity for friendly competition, and the ability to acquire knowledge (Wang,

2015) It facilitates the establishment of a learning environment that incorporates elements of social interaction, entertainment, and gamification, catering to diverse subjects, languages, technological devices, and age groups (Dicheva et al., 2015)

Kahoot! contains two distinct URLs, https://kahoot.com/ for professors and https://kahoot.it/ for students The game is created so that participants must frequently check their electronic devices All participants enter the game via a randomly created game PIN shown on a shared screen and utilize a tool to react to questions Students

23 may compete individually or in teams The creators are permitted to establish a time restriction for each question (between 5 and 120 seconds), specifying the number of points awarded for each question, adding media content, and gradually revealing the image After each question, additional points are added to the scoreboard

Additionally, Kahoot! allows its users to create questions and provides a conversation platform Consequently, it is also possible to use a question bank to add a question, which will locate pertinent questions based on a topic search

Students are able to create their names or even nicknames after joining the game with a game code In a game lobby, If a student enrolls with an inappropriate name, the teacher can click on the student’s name to remove him from the game When all students have joined and are ready to engage in the game, the teacher can simply click start now to begin the game As the teachers begin to display questions on the screen, participants start clicking on the correct answers, and at the end, the teacher can display a list of all the participants and their responses

The features of the Kahoot! platform have been developed through extensive research focused on user-centered and behavioral design principles over several years Kahoot! application provides three options when creating a game, including multiple- choice quizzes, discussion questions, and surveys (Plump & LaRosa, 2017) However, Kahoot! updated and refreshed with new lastest features in 2022, which included two main options: Test knowledge and Collect opinions

In this option, there are five types of questions

Quiz: This is the most typical version of Kahoot! game A quiz may have a various number of questions Each question may be accompanied by an image or video containing two to four multiple-choice options with a time constraint There must be at least one correct answer, although additional choices are permitted The faster

24 participants accurately respond, the more points they receive The top five highest point totals on the leaderboard will be presented, and the winner will be revealed at the end

True/ False: True or false questions are a type of assessment item in which learners are presented with a statement and are required to select either the response "true" or

"false" as the most appropriate answer

Type answer: Questions that require participants to type in their responses rather than select one from a list It allows teachers to determine students' deeper knowledge of a topic and their ability to recall information without prompting

Puzzle: Players need to pay more attention and be more precise when answering puzzle questions since the participants need to place answers in the right order

Slider: With slider scale questions, respondents can assign a numeric rating to an answer choice by dragging a slider The responses are recorded by respondents dragging a sliding bar

In this option, there are five types of questions

Poll: In a poll, students often have 2 two to four multiple-choice options to choose It's a simple and efficient approach to get instant feedback from players at every stage of your Kahoot! They are similar to conventional surveys, except that questions are posed in real-time to those in attendance, who respond using their own mobile devices

Drop pin: With this kind of question, teachers can import and upload media such as images, diagrams, and graphs The image becomes the game board when players drag and place a pin across it, noting their response on top of the image All the answers will be displayed simultaneously on the large screen

Word Cloud: It allows every student to have an opportunity to give their opinions and their input is shown visually as a word cloud, which is easy for everyone to understand The most frequently selected responses will be presented in greater typeface size once participants enter their answers (up to 20 characters) With this format, the

25 player will feel more involved than ever before, as they will be actively participating in creating the word cloud in real-time

Open-ended: Give participants a chance to speak their minds without interference Get the players involved by collecting their feedback, opinions and suggestions throughout and after the game There is a 250-character limit on responses Each participant responds by typing their answer and highlighting an important word A scrollable wall displays all the comments

Brainstorm: With that type of question, teachers can start a discussion by asking a question, and students can submit three responses Presenters can discuss and group ideas on the shared screen before having participants vote on their favorites Participants will be allotted a maximum of 180 seconds to vote for the most appealing ideas Points are allocated according to the number of votes an idea garners

This study will mainly focus on Kahoot! quiz because it is the most common kind that can be used to test students’ knowledge at the secondary level

Figure 2 Question types in Kahoot! application

Some studies have examined the impact of implementing Kahoot! to enhance reading comprehension in educational settings Ratnasari, Nurhidayat, and Fakhruddin

(2018) conducted a study about the usage of Kahoot! application as a technological resource in teaching reading comprehension, particularly in narrative text This study used a quantitative design with a quasi-experimental design as its methodology This study used two-sample classes from Majalengka Vocational High School The sample was divided into two distinct groups: the experimental and the control group Team games tournaments were used to teach the control class, while Kahoot! application was used to teach the experimental class Based on the calculation data collected from the pre-test and post-test, Kahoot! application was found to be an effective tool for helping students learn narrative text reading more effectively The mean post-test score for the

27 experimental class, 61,47, and the control class, 56.42, confirmed this result That proved that the Kahoot! program was successful in teaching reading

In correlation with that, Licorish et al (2018) investigated the impact of Kahoot! on classroom dynamics, students’ motivation, and the learning process through semi- structured interviews with experimental students The study highlighted the significant impact of Kahoot! on students' learning process in the classroom, particularly in terms of enhancing classroom dynamics, increasing engagement and motivation, and improving the overall learning experience The thesis explored additional factors that contribute to students' improved learning, such as the establishment of a learning environment that is both competitive and friendly, as well as the implementation of timely feedback and gamification strategies

Theoretical Framework

From the previous findings, Kahoot! activities were proved to have great impacts on students' reading comprehension proficiency Kahoot! activities also improved students' motivation, engagement, concentration and enjoyment Besides, students who learned reading comprehension with Kahoot! had positive perceptions and attitudes during the class with Kahoot! (Marsa et al., 2021) The theoretical framework of this study is described below

The use of Kahoot! in reading class

METHODOLOGY

Research site

The research was conducted at Le Quy Don junior high school, which is located in district 11, HCMC This school was established in 2003 and was recognized as the

34 national standardized junior high school by MOET in 2013 The school’s annual graduation rate reaches over 95%, and more than 50% achieve excellent grades

There are several reasons why this particular school was selected as the venue of this investigation The first reason is that the researcher has been teaching English at this school for over ten years; therefore, the researcher is familiar with the teaching and learning environment Secondly, the researcher recognized many obstacles students struggled with when they learned reading, such as difficulty grasping reading texts and monotonous reading learning and teaching style For the third reason, the researcher was granted permission by the school’s principal to conduct the study on this school The last reason is that the school has enough facilities to support instructional media, such as a multimedia room, a projector, and the Internet.

Research Participants

The researcher employed a convenience sampling method for sample selection, whereby participants were chosen from the population based on specific criteria such as geographical proximity, availability during a particular time, or ease of accessibility (Dửrnyei & Csizộr, 2012)

Participants in this research were students in grade 8, focused on two classes There are some specific reasons why the researcher chose participants from grade 8 Firstly, the researcher was mainly in charge of teaching students in grades 8 and 9, so the researcher didn’t have many opportunities to get access to students from grades 6 and

7 Secondly, grade 9 students had to deal with the 10th-grade entrance exam, which was very competitive in Vietnam They were under pressure to do well in the 10th-grade entrance exam In order not to influence their performances, the researcher decided to choose participants from grade 8

All participants in classes 8A2 and 8A4 are native Vietnamese speakers whose English level was at a pre-intermediate level 8A2 was selected to be allocated to the experimental group, while 8A4 was designated as the control group All individuals acquired the same English curriculum The control group was subjected to the

35 conventional instructional method for teaching reading comprehension, while the experimental group got instruction supplemented with Kahoot!

Research instruments

In this study, a mixed-methods strategy appeared to be the most appropriate given the nature of the investigation Several instruments were utilized to collect data to address the two research objectives, resulting in a better and more comprehensive understanding of the phenomenon under investigation This study collected data using tests, questionnaires, and interviews These three instruments were used to determine the impact of Kahoot! activities on students’ reading comprehension and their perceptions of Kahoot!’s use in reading comprehension instruction Detailed descriptions of each instrument are provided below

3.4.1 Treatment for the CG and the EG

Before the experiment began, a reading comprehension pre-test was given to both groups to determine the degree of difference between the two groups After that, there was a ten-week research project involving two different groups of students: an experimental group and a control group The lessons were offered in an experimental group combined with Kahoot! games application; this treatment was not given to students in the control group who continued to receive traditional classroom instruction with lectures from textbooks and printed material

3.4.2.1 Pre-test and post-test

The utilization of pre-test and post-test assessments was employed to ascertain the impact of Kahoot! activities on the reading comprehension skills of students According to Brown (2014), a test is a widely used approach for assessing an individual's proficiency, understanding, or aptitude in a specific domain In addition, a test is a tool for measuring competency or academic progress in the classroom In this study, the researcher conducted the test twice, pre-test and post-test A pre-test was conducted to

36 evaluate their current reading level, and a post-test was administered to determine their reading level after receiving treatment

The data in this study was gathered by administering a reading comprehension assessment using multiple-choice questions Heaton (1998) stated that multiple-choice tests are helpful for testing reading comprehension The pre-test and post-test will be based on the Cambridge Key English Test 1 (KET) reading sections, published by Cambridge University Press As for the pre-test and the post-test, the first three parts in the reading section of KET were administered Both pre-and post-reading tests lasted for 30 minutes and included three parts with eighteen questions in total The objective of the tests is to evaluate the proficiency of learners in comprehending various levels of written English

After the treatment, individuals in the experimental group were invited to answer a paper questionnaire To discover the students’ responses, the researcher adopted five ranges of the Likert scale, and the students were allowed to select a suitable numerical value from a given range for each statement based on their opinions The Likert scale is a commonly employed tool for assessing individuals' opinions, responses, and attitudes pertaining to social phenomena (Beglar & Nemoto, 2014) The researcher selected the Likert Scale to mitigate potential biases that may arise from student responses to the questionnaire In addition, the scale's purpose was to see if the students’ responses were positive or negative

The questionnaire is in the form of a closed-ended questionnaire so that replies from other participants are consistent According to Creswell and Guetterman (2019), the closed-ended questionnaire is beneficial for delivering data pertinent to the research issue The questionnaires were provided to all EG students in order to get their opinions on the usage of Kahoot! in teaching reading comprehension in English The closed- ended questions used to collect data were expressed on a Likert scale in this study The questionnaire was designed in Vietnamese to make it simpler for students to express their ideas and to prevent misunderstandings

The questionnaire was developed based on the research questions, literature review, and the conceptual framework This step ensures that the construction of the questionnaire is clear and closely relevant to the research objectives To develop the questionnaire, the researcher combined two questionnaires by Marsa et al (2021) and

Al Shra’ah (2021), and eliminated these elements which are not relevant to the research objectives Then, the questionnaire was translated into Vietnamese to make sure the respondents could easily answer without difficulty The pilot test is an essential component in the questionnaire design process that precedes the commencement of data collection The researcher asked colleagues to comment and provide feedback on the questionnaire in both Vietnamese and English versions Finally, Cronbach’s alpha was used to check the reliability of the questionnaire

The primary objective of conducting interviews in this study is to reinforce, clarify, and validate the responses from the distributed questionnaire In this study, semi- structured interviews were employed as the interview strategy The semi-structured interview is a compromise between the structured and unstructured interview formats Semi-structured interviews involve a sequence of open-ended questions, and the respondent is invited to react in an exploratory manner (Dửrnyei, 2007) According to Fraenkel et al (2019), open-ended questions enable greater freedom of answer and follow-up by the interviewer, allowing the researcher to ask broader questions on the participants’ responses The interviewer functions as a guide who follows up on new and intriguing developments throughout the interview and encourages the participant to provide detailed information on specific topics A set of open-ended questions served as a guideline for the research’s data to supplement the questionnaire’s primary data and to elicit strong and legitimate responses to the first research question, which concerns students’ impressions of the use of Kahoot! application The interviews were performed in Vietnamese to gain a deeper grasp of the responses and minimize confusion, and everything was documented using an audio recorder In a semi- structured interview, although participants were given the same questions, they were not asked in the same sequence, and several probes were added to the primary questions

The final result of the interview served as an explanation and validation of the results of the several questions The interview session is a supporting instrument for collecting data regarding students’ perceptions of using Kahoot!.

Data collection procedures

After obtaining approval from the Head of Le Quy Don Junior High School, the researcher met and explained to the students in both groups the purpose, the procedure, and the participant’s role

Next, the pre-test was delivered to all the participants to know their reading comprehension level before treatment The students were given 20 minutes to do the test The data acquired throughout the tests was subsequently used for the analysis process Then, the researcher instructed students in the experimental group on how to use Kahoot!

The individuals in two distinct groups were involved in the process of instruction and knowledge acquisition, following an identical curriculum Nevertheless, the students belonging to the experimental group were mandated to engage in reading activities through the utilization of Kahoot! instead of learning via conventional methods In the control group, students were taught using the lecturing method without using Kahoot! Each lesson lasts 45 minutes The syllabus was modified to be appropriate to the treatment procedure without influencing the general education curricula and syllabi The revised schedule of the reading class is presented as follows

Table 1 The revised schedule of the reading class for research purposes

Week 1 Unit 1: My friends Week 2 Worksheet 1: Social Interaction Week 3 Unit 2: Making arrangements Week 4 Worksheet 2: Services

Week 5 Unit 3: At home Week 6 Worksheet 3: Daily life Week 7 Unit 4: Our past

Week 8 Worksheet 4: Travel and holiday Week 9 Unit 5: Study habits

Week 10 Worksheet 5: Education and study

The reading instruction was implemented in three distinct phases: pre-reading, while-reading, and post-reading During the pre-reading stage of the session, the instructor presented the subject matter and unfamiliar vocabulary to the students in both cohorts The objective of this activity was to furnish pupils with comprehensive foundational knowledge and vocabulary to prepare for the reading task In the while- reading stage, the students were required to work individually or in groups to perform the reading task The objective of this stage was to encourage students to apply their reading strategies in order to respond to the given questions In the post-reading stage, students had further discussions about their lesson on the related topic The objective of this stage was to facilitate students in establishing connections and expressing their viewpoints regarding the lesson In order to clarify the differences between both groups, the teaching scenario for the experimental and control groups is provided below

Table 2 The reading activities for the Control group and the Experimental group

Stages Control Group Experimental group

• Introduce the topic of the reading passage

• Pre-teach new vocabulary terms and preview the text with the students (if necessary)

• Introduce the topic of the reading passage

• Pre-teach new vocabulary terms and preview the text with the students (if necessary)

• Ask students to work individually or in groups

• Instruct the students to engage in a discussion aimed at comprehending the text

• Ask students to answer the questions on their handouts one by one

• Check the answer when finishing the whole task

• Ask students to work individually or in groups

• Instruct the students to engage in a discussion aimed at comprehending the text

• Ask the students to join Kahoot! game

• Ask the students to answer the questions that appeared on the screen

• Receive immediate feedback after each question ends

• Ask students to complete the reading task following the previous steps

Data analysis procedures

• Have further discussion related to the lesson

• Have further discussion related to the lesson

Following the intervention, a reading post-test, which mirrored the format and level of difficulty of the initial reading pre-test, was administered to EG and CG The post- test scores were compared to the pre-test scores to determine if Kahoot! application improved the students’ reading comprehension

Then, paper questionnaires were delivered to students in the experimental group to collect students’ perceptions and opinions after using Kahoot! intervention in reading activities The participants will have 15 minutes to complete the questionnaires

Next, eight students were selected to participate in the interview through a random selection process The duration of each interview session ranged from 5 to 10 minutes, during which an audio recorder was used to capture the proceedings

Finally, the researcher conducted an analysis of the impact of Kahoot! activities in reading classes and the learners' attitudes regarding the use of Kahoot! activities, based on the data gathered from pre-tests, post-tests, questionnaires, and interviews

3.6.1.1 Pre-test and Post-test

The normality test was used to analyze whether the obtained data from EG and CG reading tests followed a normal distribution The researcher employed the Shapiro-Wilk and the Normal-Q-Q Plot tests to diagnose both groups' Normality before and after the intervention According to Flynn (2003), the Sig value in the Shapiro-Wilk is higher than 0.05, which indicates that the test data have a normal distribution Besides, the Normal-Q-Q Plot tests were used to display the test data visually According to

Garcia (2012), the data scatters along a relatively straight line, which means the obtained data follows a normal distribution The Normality test results helped the researcher choose a suitable test for the following steps

The homogeneity test is employed to assess the homogeneity of variances between the experimental and control groups by analyzing the outcomes from the pretest and post-test The objective of this test is to determine if the variances of each sample are homogeneous or heterogeneous The Independent Sample T-test was used to assess the homogeneity of the two groups In this study, the researcher employed an

Independent Sample T-test to compare the means of EG and CG to explore whether both groups’ mean scores are statistically significant Greasley (2008) states that an independent sample T-test is a statistical test for determining whether the mean scores of two samples differ significantly The researcher used the SPSS software 26 to conduct the Independent Sample T-test According to Flynn (2003), the Sig value in the Levene test obtained from the means would be compared to the level of 0.05 to determine whether the observed difference between the two groups Besides, in case the obtained sig (2-tailed) value of the means was less than 0.05, it would indicate a statistically significant difference The independent-sample T-test was used for the pre-test, helping the researcher identify the similarity in the reading performance of the two groups Another independent-sample T-test was then used to compare the experimental and control groups' post-test scores to reflect the treatment's efficacy

In contrast to qualitative research methods, which strive to comprehend the data (Punch, 2009), quantitative research approaches seek to generalize a phenomenon numerically (Creswell, 2014) Students’ perspectives and interests in the usage of Kahoot! for English learning were revealed through surveys The survey employed a 5- point Likert scale to determine the students’ perspectives and level of interest in the use of Kahoot! in English learning Each statement has the following responses: “strongly disagree “, “ disagree “, “neutral”, “agree”, and “strongly agree” These degrees are applied to all positive things, whereas they are inverted to negative ones

Before giving it to the students, it had been translated into Vietnamese, making the items more understandable and allowing the participants to collect more exact responses The most frequent degree of agreement selected by participants is utilized to evaluate the data in a frequency distribution for this study With SPSS version 26, statistical data analyses were conducted The survey was examined with the survey items’ coefficient of internal consistency (reliability of scales) Cronbach’s alpha was used to determine if the questionnaire items were highly or weakly connected Furthermore, a descriptive analysis was performed in order to ascertain the mean, frequency, and percentage of each item and dimension (group of items) The results of this descriptive analysis may enable the researcher to draw a conclusion regarding the issue being investigated

In addition to the utilization of questionnaires, a semi-structured interview was conducted with a sample of eight voluntary volunteers in order to get further information This particular type of interview exhibits both consistency and systematicity, rendering it advantageous for interviewees who are at ease with sharing supplementary information and perspectives (Berg & Lune, 2018) Participants were prompted to offer further details on their questionnaire replies in the interview In addition, if questionnaire replies were confusing, the researcher might ask clarifying questions to obtain more precise data

In this study, questionnaires and semi-structured interviews can complement each other to provide researchers with a comprehensive and diversified grasp of the topic

There are several phases involved in assessing the interview data All interview data obtained from students were transcribed, classified, and analyzed to answer the research questions First, the researcher translated the data from an interview’s audio recording into a written text Next, the researcher decided whether data and materials could be pertinent to the investigation and eliminated irrelevant data It is imperative to arrange the interview data into a coherent, comprehensible, and analyzable repository of data (Gass & Mackey, 2005) Therefore, the data obtained from the interview were

44 categorized into various categories to facilitate the systematic analysis The responses were categorized by the researcher into many categories such as general perceptions of Kahoot! activities, the influence of Kahoot! activities on reading performance, motivation and attitudes when learning with Kahoot! activities, difficulty when learning with Kahoot! activities and suggestions for improving Kahoot! activities The data above were categorized to achieve the objective of the interview.Thirdly, the researcher answered the two research questions based on the data.

Validity and Reliability

The assessment of research quality is contingent upon the presence of two crucial elements: validity and reliability (Huck, 2008) Validity refers to the degree to which an instrument accurately assesses the construct it is designed to evaluate Moreover, the determination of validity relies on the interpretations derived from the scores obtained from the instrument (Ary et al., 2010)

To ensure the validity of the reading tests, both the pre-test and post-test were selected from the book A2 Key 1 for the Revised 2020 Exam (KET) (Hughes & Hughes,

2019) This book provides achievement tests in reading comprehension that were commonly used at Cambridge A2 Key The questionnaire was referenced from the study of Marsa et al (2021) and Al Shra’ah (2021) with small adaption Moreover, this study employed a questionnaire and an interview guideline, which were developed in collaboration with three experienced teachers from Le Quy Don school The purpose of these instruments was to effectively access the research field and obtain accurate information from the participants They were requested to provide feedback on the interview questions and remove or alter any unnecessary ones Their suggestions are taken into account Moreover, the questionnaires are in Vietnamese to avoid misunderstandings among the participants

Reliability is about the consistency of a measure (Blumberg et al., 2014) Cohen et al (2001) define reliability as the consistency of research results over time, over instruments, and participants Prior to commencing the research, all participants were duly informed of the nature and objectives of the study, ensuring their comprehensive

45 understanding of the research Consequently, these participants have the capacity to furnish accurate data and maintain uniform outcomes In order to help the researcher achieve a high degree of reliability of the instrument, Cronbach's alpha was used to determine if the questionnaire items in each theme were highly or weakly connected The initial score construct has been outlined in Table 3

Table 3 Reliability of the questionnaire and constructs

Cronbach's Alpha value General perceptions towards

Perceptions towards the use of

Kahoot! in learning reading skills

Perceptions of interaction and engagement in Kahoot! activities

Perceptions of fun and enjoyment in

The results of the correlation analysis are presented in Table 1 According to Cresswell (2005) and Pallant (2001), the Cronbach Alpha value is higher than 0.70, which leads to the conclusion that the items have good internal stability and consistency

The data revealed that the questionnaire construct had a Cronbach Alpha value in the range of 0.729 to 0.830 The overall value of Cronbach's alpha for the questionnaire was α = 0.905 It could be concluded that the questionnaire had good reliability in internal consistency

A further approach to enhance the validity and reliability of the study involved employing triangulation of data and techniques This methodology facilitates a more meticulous examination of the intricacies of human behavior by conducting comprehensive research from multiple perspectives (Cohen et al., 2001) This study employed various methods, including tests, survey questionnaires, and semi-structured interviews, to comprehensively examine the phenomenon from multiple perspectives, enabling a more thorough exploration of the actual reality.

Researcher’s Roles and Potential Ethical Issues

To ensure the ethical issues in the research, the researcher asked for permission from the school’s management The researcher also strictly followed the regulations of the school’s management and ensured that the research didn’t influence the students’ learning process

Next, the researcher made sure that all the participants voluntarily joined the experiment The students were informed about the purposes, benefits, and experiment procedures to ensure they knew about the purposes of the research Moreover, all the participants’ identities were protected and encoded during the experiment

Finally, there was no or little interference from the researcher in the experimental process of the two groups to ensure equality

FINDINGS

The reading test results 47 1 Reading Pre-test Results of the Control Group and Experimental Group47

4.1.1 Reading Pre-test Results of the Control Group and Experimental Group

4.1.1.1 The Normality Test of the Pre-test Results

In order to determine a suitable test that would be utilized, the pre-test scores of the

CG and the EG were analyzed and depicted using the Shapiro-Wilk test of normality and the Normal-Q-Q Plots test

Table 4 Test of Normality for CG’s and EG's reading Pre-test scores

Shapiro-Wilk Statistic df Sig

As presented in Table 4, the Sig values in the Shapiro-Wilk test of both CG and EG's Pre-test are greater than 0.05 (Sig = 0.108 for the Pre-test of CG and Sig.= 0.129 for the Pre-test of EG) In addition, the Normal Q-Q Plot was employed to visually display the CG and EG pre-test results to check whether the underlying population followed a normal distribution

Figure 4 Normal Q-Q Plots for the reading Pre-test results

The results in Figure 3 show some clustering around the trend line, providing additional evidence that the distribution is normal This means that the pre-test scores of both CG and EG followed a normal distribution graphically and statistically Then, the analysis of the pre-test data was conducted using the Independent Sample T-Test

4.1.1.2 Independent Sample T-Test of Pre-test Results

Before the intervention, the experimental group (EG) and the control group (CG) were mandated to complete a reading pre-test This pre-test served the purpose of assessing and establishing the initial reading skill levels of participants in both groups, hence ensuring comparability between the two groups Following is a comparison and description of the pre-test results for EG and CG

The data in Table 5 indicated a little difference in mean scores of the reading pre- test between CG ( M=9.86, SD=2.29, NB) and EG ( M=9.67, SD=1.81, N@) From that result, it can be seen the mean score of CG's pre-test mean score was a little higher than EG's pre-test mean score Then, two samples were compared using the Independent Samples T-test to determine whether the pre-test results differed significantly

Table 5 Descriptive statistics of Pre-test scores

Class N Mean Std Deviation Std Error Mean

Pre-test CG_Pre-test 42 9.86 2.291 353

Table 6 Results of Independent Samples T-test for reading Pre-test scores

Levene's Test for Equality of

Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper Pre- test

According to Table 6, Levene's test indicated equal variances (F = 1.44, p = 0.23 > 0.05), so the T-test results in the Equal variances assumed row were utilized The Sig (2-tailed) value is 0.69 > 0.05, which means there was only a fraction of difference between the means of CG and EG Thus, it was assumed that the reading performance of CG and EG were the same or equivalent to each other before the intervention

4.1.2 Reading Post-test results of the Control Group and Experimental Group

Following the implementation of the intervention, individuals from CG and EG were instructed to complete a reading post-test The second assessment possessed the same structure and level of complexity as the previous reading evaluation

4.1.2.1 The Normality Test of the Post-test Results

The Shapiro-Wilk test of normality and the normal Q-Q Plot Test were conducted as a numerical and graphical means to ascertain whether the sample data has been derived from a population that follows a normal distribution

Table 7 Test of normality for CG’s and EG's reading Post-test scores

Shapiro-Wilk Statistic df Sig

According to the findings in Table 7, the normality test conducted using the Shapiro- Wilk Test indicated that the significant value for the Reading Post-test of both the CG and EG groups was higher than 0.05 level, which is 0.289 for the control group and 0.172 for the experimental group

Moreover, similar to the previous method for the Reading Pre-test, the normal Q-Q Plot test was also used to demonstrate the normality graphically of the Post-test As seen from the normal Q-Q plot below, most of the data points were concentrated along the straight diagonal line In this case, it can be concluded that this data set followed a normal distribution

Figure 4 Normal Q-Q plots for the reading Post-test results

4.1.2.2 Independent Sample T-Test of the Post-test Results

After checking the normal distribution of the data, a presentation of the general descriptive statistics of post-test scores for both CG and EG was provided Based on the descriptive analysis of the post-test in Table 8, the data clearly indicates that the average score of the EG (M.95, SD=1.67, N@) after the test is much greater than that of the CG (M.19, SD=2.26, NB) Then, an Independent Samples T-Test was conducted to assess the statistical significance of the disparity between the mean scores of the CG and EG

Table 8 Descriptive statistics of Post-test scores

Class N Mean Std Deviation Std Error Mean

Post-test CG_Pre-test 42 12.19 2.266 350

Table 9 Results of Independent Samples T-test for reading Post-test scores

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper Post- test

Based on Levene's test for equality of variances, the Sig value is 0.06 > 0.05, so the T-test results in the Equal variances assumed row were utilized After implementing the intervention, the results revealed a statistically significant disparity in reading comprehension scores between the CG and EG, as indicated by a Sig (2-tailed) value of 0.000, which is below the threshold of 0.05 (t=-3.98, df, p=0.00< 0.05 ) Therefore, the reading performance of the CG and EG exhibited changes after the treatment Specifically, post-test reading scores for EG ( M= 13.95) were much higher than CG's (M.19)

The improvement in mean scores between CG and EG is represented graphically in the following line chart

Figure 5 Comparison of means of Pre-test and Post-test scores

Results from Questionnaire

The following section presents an analysis of the student's perceptions regarding the implementation of Kahoot! activities within the experiment The questionnaire included

30 questions which were adapted from the study by Marsa et al (2021) and Al Shra’ah

(2021) about five major themes: (1) General Perceptions towards Kahoot! activities, (2) Perceptions towards the Use of Kahoot! in Learning Reading Skills, (3) Perceptions

55 towards Interaction and Engagement in Kahoot! Activities (4) Perceptions towards Motivation in Kahoot! activities, (5) Perceptions towards Fun and Enjoyment in Kahoot! activities In order to answer the research question, the researcher obtained data by distributing questionnaires to 40 students in the experimental group who had used Kahoot! application in the reading class

Before engaging in this procedure, the participants were provided with a comprehensive explanation of the objective of the questionnaire, instructed on how to complete the questionnaire effectively, and assisted in clarifying any ambiguous questions

Moreover, the questionnaire was translated into Vietnamese to make the items more understandable and allow the researcher to collect more exact responses The students were required to fill out the questionnaire within fifteen minutes, with the option to extend the duration if they could not complete it within the given time

Due to the provision of explicit instructions and well-defined procedures, the entirety of the participants accomplished the task of completing the questionnaire and afterward returned it to the researcher With SPSS version 26, statistical data analyses were conducted, and participants' choices were interpreted In this study, a descriptive analysis was performed to ascertain the mean and percentage of each item and dimension The results have been outlined and graphically illustrated below

4.2.1 General Perceptions towards Kahoot! activities

Items 1 - 7 were related to the General perceptions towards Kahoot! activities variables The results for items 1-7 were carefully analyzed and graphically illustrated below

According to Table 10 and Figure 6, 72.5 % of the participants strongly agreed and agreed that Kahoot! can change the classroom routine by mixing new strategies to learn (M3.70, S.D.= 0.93, 12.5 % strongly agree, 60 % agree) Meanwhile, more than three- quarters of learners responded that Kahoot! application was easy to access and use(50%

56 strongly agree, 27.5% agree) In comparison, 20% of the respondents remained neutral with this item

Additionally, the majority of participants in the survey strongly agreed or agreed that Kahoot! allowed learners to express themselves easily (M= 3.75, S.D.= 0.87, 15% strongly agree, 55% agree), whereas roughly 35% of participants exhibited a neutral opinion towards this item

Over four-fifths of the sample approved the statement, with 22.5 % strongly agreeing that Kahoot! improved the effectiveness of the course, followed by 60% agreeing with this statement Compared to other items in this category, it had the highest agreement percentage among participants (M= 4.03, S.D.= 0.69)

In addition, the data of the item Kahoot! creates a positive atmosphere and an active environment in the classroom showed that 17.5% of respondents strongly agreed, 60% of respondents agreed, 20% responded neutral, 2.5% of respondents disagreed, and none of the students reacted strongly disagree with this statement (M=3.93 S.D.= 0.69) About three-quarters of the participants reported that Kahoot! can help them enhance self-confidence among the students (M=3.95, S.D.= 0.84, 25% strongly agree, 50% agree)

Furthermore, the majority of respondents expressed favorable attitudes towards the use of Kahoot! could improve their ability to think faster (M= 3.78, S.D.= 0.80, 15% strongly agree, 55% agree), and 22.5% of them remained neutral to the statement

Table 10 Descriptive Statistics of EG’s General Perceptions towards Kahoot! activities

1 Kahoot! changes the classroom routine by mixing new strategies to learn.

2 It is easy to access and use the application.

3 Kahoot! enables learners to express themselves easily.

4 Kahoot! improves the effectiveness of the course

5 It creates a positive atmosphere and an active environment in the classroom.

6 It enhances the self-confidence among the students.

7 Kahoot! can improve students' ability to think quickly.

Figure 6 General Perceptions towards Kahoot! activities

4.2.2 Perceptions towards the Use of Kahoot! in Learning Reading Skills

Table 11 and Figure 7 indicate factors related to students' perceptions towards the use of Kahoot! in learning Reading Skills Items 8-15 results were carefully analyzed and graphically demonstrated below

It can be noticed that the majority of students showed positive attitudes towards

Kahoot! helped them improve their reading skills (M=3.90, S.D = 0.74, 20% strongly agree, 52.5% agree), with 25% responding neutrally Just only one participant disagreed

(2.5% disagree), and none of the students strongly disagreed with this statement

Additionally, about four-fifths of the participants in the survey strongly agreed or agreed that Kahoot! activities were useful to their reading (M=3.80, S.D.= 0.79, 22.5% strongly agree, 57.5 % agree), whereas approximately 20% of participants had a neutral opinion

No respondents strongly disagreed or disagreed with the positive effects of Kahoot! on their reading competencies

Besides, three-quarters of the participants appreciated the effect of using Kahoot! activities in providing feedback in reading teaching (M= 3.78, S.D.= 0.73, 10% strongly agree, 65% agree) At the same time, about 17.5% of the respondents remained neutral with this item Moreover, about 22.5% of participants strongly agreed, 47.5% agreed that Kahoot! was useful in retaining their new knowledge, and 20% remained neutral

It can be seen that S.D > 1 due to the fact that the ratio between the two sides was already reasonably even (M=3.75, S.D.=1.08)

The majority of respondents stated Kahoot! actitvities made reading comprehension more interesting and attractive (M= 3.83, S.D.= 0.90, 22.5% strongly agree, 47.5% agree), and 20% of them remained neutral to the statement

In addition, the vast majority of users were satisfied with how Kahoot! helped them improve their reading abilities by allowing them to control the pace at which they performed the reading activities (M= 3.87, S.D.= 0.82, 22.5% strongly agree, 47.5% agree) 25% of respondents went with the neutral option, 2.5% of students responded that they disagreed, and not a single student strongly disagreed with this statement

Nearly three-quarters of learners responded that Kahoot! was an effective method for reflective learning (M= 3.80, S.D.= 0.93, 20% strongly agree, 50% agree) In comparison, approximately 25% of participants had a neutral attitude towards this item Almost two-thirds of respondents approved the statement, with 27.5% strongly agreeing that when using Kahoot! to do reading exercises, they tried to guess the meaning of unknown words or phrases, followed by 37.5% agreeing with this statement The sample's mean score was 3.80, and its standard deviation was 1.018 whereas 25% of the respondents had neutral attitudes towards this item

Table 11 Descriptive Statistics of EG’s Perceptions towards the Use of

Kahoot! in Learning Reading Skills

8 Kahoot! helps me to improve my reading skills

9 Kahoot! activities are useful to my reading learning

10 Kahoot! is an effective method to provide feedback

11 Kahoot! helps me to retain my new knowledge

12 It makes reading comprehension interesting and attractive

13 When using Kahoot!, it helps me to improve my reading skills by adjusting my reading speed

14 Kahoot! is an effective method for reflective learning

15 When using Kahoot! to do reading exercises, I try to guess the meaning of unknown words or phrases

Figure 7 Perceptions towards the Use of Kahoot! in learning Reading Skills

4.2.3 Perceptions towards Interaction and Engagement in Kahoot! activities

To investigate Kahoot! activities influence learners' interaction and engagement, five following questions ( 16-20) were used The results for five items were summarized and visually demonstrated below

Figure 8 and Table 12 show the participant's responses to the five questions ( 16-20) related to the influence of Kahoot! activities in interaction and engagement In general, the mean scores for all categories were above 3.90, indicating that a majority of participants held favorable opinions towards the impact of Kahoot activities on interaction and engagement About three-quarters of respondents confirmed that Kahoot! encouraged them to cooperate with each other (M=3.90, S.D.=0.709, 17.5% strongly agree, 57.5% agree), whereas approximately 22.5% of respondents had a neutral attitude towards this item

In addition, the vast majority of users were engaged and enthusiastic while playing Kahoot! (M=3.93, S.D.= 0.797, 17,5% strongly agree, 65% agree), 12.5% of respondents went with the neutral option

Table 12 Descriptive Statistics of EG’s Perceptions towards Interaction and Engagement in Kahoot! activities

16 It encourages students to cooperate with each other

17 I am engaged and enthusiastic while playing Kahoot!

18 I often discuss the answers with my classmates

19 It encourages students to work individually or in groups

20 The use of Kahoot! can attract learners' attention

21 It helps shy students to overcome their hesitation to participate

Moreover, most respondents (82.5%) revealed that they often discussed the answers with their classmates A small number of participants (2.5%) didn't discuss the solutions with other students (M= 4.05, S.D.= 0.714) Compared to the other items in this section, it got the highest agreement among participants Interestingly, many students confirmed that Kahoot! activities encouraged them to work individually or in groups, about 72.5% of students agreed with the statement, while 25% remained neutral

In line with this, based on the responses to item 20, nearly three-quarters of the sample approved the statement, with 25 % strongly agreeing that using Kahoot! can

Results from the Interviews

After taking the questionnaire, eight randomly selected participants joined in the semi-structured interview Based on the results of the interviews, the researcher learned more about the students' perspectives on using Kahoot! in reading activities The interview was conducted in about 10 minutes The eight students were assigned the aliases S1, S2, S3, S4, S5, S6, S7, and S8 whenever they were mentioned in the interview to protect their identities The interview data was textually evaluated through processing and coding, and a few students' responses were used as examples of the typical responses given The results of the interview are detailed below

4.3.1 Students’ General Perceptions towards Learning with Kahoot! activities

The semi-structured interviews revealed that all of the participants had a positive impression of the use of Kahoot! in reading lessons 5 out of 8 participants (S1, S5, S6,

S7, and S8) said that Kahoot! activities brought them fun and enjoyment, so they were fond of using this app in the reading class As S5 said:

"I have a lot of fun learning reading comprehension in this way Sometimes, the reading class is the last period of the timetable, and my friends and I are exhausted We don't want to do monotonous reading tasks But learning reading with Kahoot!, we really enjoy the class because it is like we are playing games We feel much more comfortable and relaxed Therefore, we are eager to do the reading tasks"

"Learning the reading skills with Kahoot! makes me feel at ease and excited I also get the opportunity to contribute to group discussions and debate possible solutions to the reading tasks." (S2)

More specifically, S1 stated that Kahoot! 's music and sound made students more enthusiastic about learning reading

"I find it so much fun learning reading skills with Kahoot! It's very different from how I usually learn reading skills in class Instead of just sitting still, listening to the teacher's lecture, staring at books, and doing exercises, learning with Kahoot! is much more fun, and the music and sounds keep me from getting bored." (S1)

Meanwhile, the use of Kahoot! games through phones also brought students a sense of satisfaction in class

"I really enjoy these classes It's not monotonous This is a digital age; therefore, students should be learned with electronic gadgets I want to study with my phone, tablet, or computer in the classroom." (S7)

S2 also confirmed that the user-friendly characteristic is a plus point that made students have a positive attitude on Kahoot! activities

"I am very enthusiastic I truly enjoy Kahoot! Because it is simple to use, entertaining, and also educational Therefore, I feel the urge to repeat the experience."

Moreover, S3 and S4 believed that Kahoot! game was a great tool for teaching reading comprehension

"In my opinion, Kahoot! is an effective way to improve reading comprehension skills Because this is one of the engaging methods of attracting our attention to the reading." (S3)

"Kahoot! is a useful tool for learning reading comprehension It makes learning more enjoyable and interesting instead of doing boring reading tasks." (S4)

In short, it can be concluded that all the interviewees in the experimental group had an optimistic view of using Kahoot! activities in the reading class They believed that Kahoot! activities were enjoyable, exciting, and compelling for students to learn reading comprehension

In conclusion, it can be stated that all of the interviewees in the experimental group had a positive outlook on using Kahoot! activities in the reading class They believed that Kahoot! activities were fun, engaging, and effective for teaching reading comprehension to students

4.3.2 Students’ Perceptions towards the Use of Kahoot! in Learning Reading Comprehension

For the next interview question, the researcher asked the interviewees about their perceptions of the effect of Kahoot! activities on their reading comprehension When asked about the improvement in their reading skills, all the participants agreed that their reading had improved by learning through Kahoot! Moreover, the interviewed participants were also asked to provide more information about how effective Kahoot! was on their reading comprehension

Some revealed that their reading competence improved because they paid more attention during the reading class with Kahoot! intervention

"In order to get good results while playing Kahoot!, I have to concentrate on the reading text and try to do the reading task carefully." (S1)

"I think my reading performance has improved because Kahoot! helps me focus in class Normally, I often finish the reading tasks quickly and carelessly However, when

I learn reading comprehension with Kahoot!, I have to pay attention to the task in order to answer questions correctly, and if I made a mistake, I would feel terrible about myself." (S2)

In more detail, S7 emphasized the effectiveness of the learner's concentration did improve the reading speed, making learners read faster and more carefully

"I think I'm getting better at reading skills Every time I have reading classes, I am caught up in that class I feel like time goes by very quickly I work continuously in class I read the passages, discuss them with my friends, and give the answers via phone Even my reading speed has improved … " (S7)

Moreover, the interviewed participants also mentioned that active engagement was the key that helped them succeed in the reading class with Kahoot! activities S5 said that the comfortable learning environment made them more confident in sharing and expressing their ideas without embarrassment

" I put more effort into completing the tasks in the reading class with Kahoot! activities In the conventional reading class, I often feel embarrassed when I give wrong answers in front of the class However, in the reading class with Kahoot!, I don’t lose face when I get the wrong answers because I am not the only one who is wrong I can see on the scoreboard how much of the class thinks the same way as I do Therefore, I freely and boldly give my answers." (S5)

In addition, peer discussion was mentioned as a positive aspect of facilitating learners' reading comprehension

"I learned a lot from my friends When I didn't understand any points in the tasks, my teammates were always ready to help me explain them in greater detail And I recognized that I thrive in collaborative environments." (S4)

Another interviewee confirmed that immediate feedback was one of the elements that strongly influenced their reading improvement

"In the traditional reading class, after I complete the whole reading task, the teacher corrects the exercise I find that I mostly forget the information and the idea for some first questions It's completely different from learning reading with Kahoot! activities Since we receive rapid feedback after every question, I have chances to know whether

I was wrong or not I recheck to avoid being wrong in the following sentences." (S8)

Besides, S3 shared the competitive feature of Kahoot! activities in the reading class also optimistically affected the learner's competence

"… In order not to have a bottom rank in the reading class I must always be serious about memorizing the ideas in the passage, along with reading the questions, understanding the questions, and finding the answers."

Particularly, learners with competitive characteristics made more effort to get the high ranks in the game S6 revealed that he/she had to try to guess the meaning of the new words in order to do well in Kahoot! activities

DISCUSSION

Research Question 1: To what extent does the use of Kahoot! learning activities

Le Quy Don junior high school?

Based on the outcomes of the tests, both EG and CG got identical reading levels on the pre-tests, while they had different performances on the reading post-tests

Before the intervention, the mean score of CG (M= 9.86) is slightly greater than that of EG( M=9.67) Besides, the Sig (2-tailed) value collected from the pre-test independent sample T-test is 0.69 > 0.05 It can be concluded that participants from both groups were considered to have an equivalent level of reading competence

However, after the intervention, the post-test results revealed that the mean score of students from the non-Kahoot! group ( the control group) is 12.19 (S.D= 2.26), as for Kahoot! group (the experimental group), students scored 13.95 (S.D.= 1.67 ) Following that, the Sig (2-tailed) value collected from the post-test independent sample T-test was 0.00, which is lower than 0.05 This data may be inferred that the reading comprehension post-test findings had a statistically significant difference between the

EG and CG, demonstrating that the EG who were taught reading via Kahoot! games outperformed the CG Therefore Kahoot! activities have a beneficial impact on improving students’ reading performance The experiemental students stated that Kahoot! activities improved their reading performance by helping them receive immediate feedback, pay more attention in the reading class, and improve their reading speed Besides, students confirmed that they engaged more actively in the reading

77 activities and became more confident in sharing and expressing their ideas without embarrassment This finding is in line with the study by Rachman et al (2020) and Marsa et al (2021) about Kahoot!'s ability to assist students in improving their cognition, motivations, and engagement The improvement of post-reading exam scores of the experimental group of students in this study shows that Kahoot!-based activities contributed to the student's reading development Our findings are also in line with previous studies on the usefulness of Kahoot! games in enhancing students' reading understanding, such as Ratnasari, Nurhidayat, and Fakhruddin (2018), Wibisono

(2019), Putri Desmala (2019), Setiawan (2020), Salawatiyah (2021) and Nhan et al

Research Question 2: What are these students' perceptions of the application of Kahoot! learning activities in learning reading comprehension?

In order to answer the second research question, a questionnaire and interview were administered to 8 randomly selected students from the experimental group a week after the post-test had been applied The primary objective of this question was to find out information regarding students' perceptions and attitudes regarding the use of Kahoot! during the treatment period Both the questionnaire and the interview suggested that the experimental participants had a positive view of Kahoot! activities in the reading lesson

Students confirmed Kahoot! activities provided them with entertainment and satisfaction, and they all participated in every reading task because the application was appealing and simple to use In other terms, the game-like learning environment was appreciated by the participants This finding reinforces previous research indicating that Kahoot! makes learning more fun and enjoyable (Bruff, 2009; Licorish et al., 2018)

According to the interview, students were pleased when using Kahoot! and interested in using computers or mobile devices for educational purposes In addition, the ability to incorporate reading lessons into a learning platform makes learning more engaging and exciting While using Kahoot!, they engaged with the audio and visual objects, which facilitated a more efficient learning process These students are quite at

78 ease with technology-based applications like Kahoot! and reported feeling more secure in this game-based learning environment One possible reason for this finding is that Generation Z's nature helps learners have more interest and access easily to a variety of content and communication methods, such as social media, videos, games, e-mail, and text, which is very much in line with findings from other published research such as Cilliers (2017) and Wahab et al (2018)

Students acknowledged that using Kahoot! in the classroom had a beneficial effect on their learning and helped improve their reading skills Our outcomes showed that Kahoot! successfully captivated students' interest and attention throughout the course The introduction of Kahoot in the classroom fostered a competitive environment, prompting students to strive for the top position on the leaderboard Consequently, this incentivized students to exhibit heightened attentiveness throughout lectures and discussions The impact of performing well in Kahoot! facilitated the students' ability to sustain attention and fostered their motivation to actively participate with the instructor, classmates, and the reading material throughout the instructional session This finding corroborates prior research that has established the beneficial impact of utilizing Kahoot! on the process of learning (Licorish et al., 2018; Nhan et al., 2021)

In addition, Kahoot! facilitated the learners' development of self-confidence and engagement The students who were nervous and hesitant to answer questions proposed by the teachers at the beginning of the experiment reported that they interacted with their classmates more effectively, even when they answered incorrectly Student engagement and enthusiasm with the game supported other findings, indicating that students learn most effectively when they are enthusiastic about what they are learning Consequently, education technology can be used moderately in the classroom to help students collaborate and challenge each other in a positive and friendly environment Students participated actively and worked in groups to answer questions because Kahoot! allowed the use of either group or individual work Kahoot! provides users with two options, the traditional "classical mode," in which students answer questions individually, and the "team mode," in which they can collaborate on their answers to

79 determine the most accurate These results aligned with the studies of Marsa et al

Students participated in activities as a result of the teachers' use of a new teaching method in the classroom, which deviates from the conventional method of instruction Most students said they used traditional methods to learn English during the school year, as instructed by their teacher That is why Kahoot! is so important for breaking up the monotony of the school routine and making learning more enjoyable Throughout Kahoot! games, the students created their own positive atmosphere by playing and laughing, enhancing their learning experience This supports previous research results indicating that game-based learning can be used in the classroom as a supplement to promote student-centered learning and motivate students to learn reading (Al Shra’ah, 2021; Salawatiyah, 2021)

Based on exploring the data from the interviews and questionnaire, the researcher noted that students were able to generate a more profound understanding that enormously boosted their interest and ability to comprehend, retain, and guess the meaning of new words Students acknowledged that Kahoot! application supported metacognition and conceptual comprehension through immediate feedback and active learning, resulting in more in-depth learning Interviews validated this explanation Other researchers have conducted studies on Kahoot! 's implementations in the teaching-learning process, and the results of this study are practically consistent with those findings (Licorish et al., 2017; Rachman et al., 2020) Furthermore, students' attitudes towards reading class activities have shifted due to Kahoot! intervention Students reported an enhancement in their reading abilities Many of them found the reading activities to be fascinating and engaging Learners became more patient and careful when doing the reading exercises In correlation with that, Wibisono (2019) explained that Kahoot! gives students access to real, applicable forms to boost their motivation, keeping them from boredom with the learning process

Despite the positive impact on students' attitudes towards the use of Kahoot! game There are some challenges encountered by the learners in implementing Kahoot!

Students had to suffer the time pressure during Kahoot! games, and students reported that sometimes they didn't have enough time to respond to the questions Besides, Students' engagement decreased because some members dominated the group discussion Moreover, unreliable internet connections and emotional issues caused drawbacks for the learners in the reading class

Lastly, learners offered some recommendations for implementing Kahoot! as an English teaching tool in the language classroom Students emphasized that longer-time responses should be given based on specific criteria such as the difficulty and the length of the questions Besides, the students mentioned that Kahoot! games should be used more often for not only reading but also other skills

Based on the collected data from tests ( pre-test and post-test), questionnaires, and interviews, it can be concluded that Kahoot!'s use resulted in improved reading skills, and students who participated in the experiment had a positive impression of the app overall Results from prior studies using Kahoot! are consistent with the findings of this study; hence it can be concluded that the tool has beneficial impacts on reading learning

CONCLUSION

Conclusion

The study aimed to examine the effect of Kahoot! application on Le Quy Don junior high school students' reading comprehension More specifically, the researcher explored the influence of Kahoot! activities on reading performance as well as learners' perceptions of utilizing Kahoot! in the reading class The study used a sample of eighth- grade students who were allocated into two distinct groups: the control group consisting of 42 students and the experimental group consisting of 40 students

In order to accomplish the aims of the study, the researchers measured and analyzed the dependent variables utilizing reading tests The pre-and post-tests were employed to assess the students' reading proficiency before and after the intervention, with the aim of determining the efficacy of the treatment Subsequently, the questionnaire was employed to investigate the learners' perceptions regarding the utilization of Kahoot! within the context of the reading class In addition, the researcher conducted semi- structured interviews with eight randomly chosen students to elicit more in-depth perspectives The collected data from the pre-test and post-test were collected and analyzed using the SPSS program ( version 26) Based on the result and the discussion of the data analysis, the researcher took a conclusion based on the objectives of the two previous research questions as follows:

A comparison of the experimental group's pre-and post-test scores in reading revealed that the Kahoot! intervention led to statistically significant improvement Therefore, the use of Kahoot! activities are beneficial for students reading learning process This improvement results from using Kahoot! activities for reading practice during the course

Based on the findings obtained from the questionnaire and interview, it was observed that a significant proportion of students held favorable attitudes towards the utilization of Kahoot! as an instructional tool for enhancing reading skills within the classroom setting Positive findings include higher levels of student motivation, ease of use, increased stimulation to speak their point of view, and increased participation The main challenges were found to be technical issues and time pressure.

Implementations

This study provides new insight into the perceptions of English learners regarding the use of Kahoot! and the challenges they face when utilizing this platform

Both students and educators benefit from utilizing Kahoot! to enhance their English language proficiency and academic performance Kahoot! makes learning English more exciting, relevant, and engaging for them, leading to higher levels of motivation, involvement, and engagement Therefore, other educators who have not yet used Kahoot! in their teaching might give it a shot with their students in any subject area

Moreover, the difficulties identified in this research should serve as a wake-up call to school officials and other interested parties to invest more resources into enhancing the school's infrastructure, such as internet connection and electronic devices, to be used to its fullest potential.

Limitations

Although the results of the current study demonstrated that Kahoot! activities had numerous beneficial effects on students' reading performance, there are still several limitations that can be addressed in future studies

One restriction is that the sample size is not large enough to allow for sufficient generalization in the current investigation It raised questions about the reliability of the findings As previously indicated, the study involved a total of 82 participants, with 40 individuals assigned to the experimental group due to the researcher's

83 responsibility for only two eighth-grade classes at Le Quy Don Junior High School Larger samples and more interviews would bring more reliable and valid results

Secondly, the school doesn't have insufficient facilities like internet connection and learning devices As a result, this led to several issues during the experimental period In order to overcome this issue, the Internet connection must be robust, and each participant must have their own device operating under comparable conditions to perform Kahoot! activities in the classroom

Finally, the treatment was conducted in a short time frame of ten weeks This study is deemed to have a relatively limited duration, potentially limiting the ability to generate substantial and meaningful outcomes.

Recommendations

Based on the limitations above, several recommendations for future research are proposed as follows:

Firstly, in order to enhance the accuracy and reliability of the study, it is recommended that future research be undertaken with a larger sample size

Additionally, the experiment should be carried out under conditions of a stable internet connection Students should be provided with comparable learning devices to have a better experience with Kahoot! platform

Finally, it is recommended that additional research should be undertaken over an extended duration to facilitate the collection of a greater quantity of data for analysis

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Go to Reception to collect your course books before seeing your teacher

A New students should go to Reception before they collect their books.

B Course books will be available at Reception for students. c Teachers will meet the new students at

Just been painted, with new kitchen ryt@ukmaii.com

A This flat is in a new building.

B This flat is ready to move into. c This flat is too small for two people.

Why did Gemma contact Simon?

A to tell him about a book she liked

B to ask him to return her book c to offer to lend him a book

For each question, choose the correct answer.

Sandy Bay High Wood Black Lake

7 Which campsite has an indoor swimming pool? A B c

8 Which campsite offers water sports classes? A B c

9 Which campsite has great views? A B c

10 Which campsite has a shop where people can buy food?

11 Which campsite offers evening activities? A B c

12 Which campsite has lots of space for your tent? A B c

13 Which campsite has bikes you can borrow? A B c

Three great campsites to try this summer

This campsite is on an excellent beach, and has its own surfing school with special prices for campers You can also learn to windsurf and sail there The sea is safe for swimming, so it’s a great place for families The large swimming pool is great in summer, and has a wide area of grass around it Its small supermarket has long opening hours It doesn’t matter what size tent you bring, as the campsite is large and you won’t be too near your neighbours!

There are lots of activities you can do at High Wood campsite, from fishing to cycling, and they’ll lend you any of the equipment you need It’s not as large as some campsites, but it’s clean and modern It has a fantastic pool with a roof window which can open and close There’s also a special area where you can watch films or dance under the stars to local bands For food shopping, try the shop in the nearby village.

The wonderful thing about Black Lake campsite is waking up in the morning and seeing the beautiful mountains all around you You don’t have to bring your own tent - there are some already there you can pay to use There’s lots to do - you can swim in the lake or walk in the forest And don’t forget to bring your mountain bike with you! If you want to cook for yourself, the shop in the next village has a good variety of food.

For each question, choose the correct answer.

Violin player Jack Calder plays in the Australian band, Ocean Blue

Jack Calder started playing the violin when he was ten ‘My music teacher played and one day he asked if anyone wanted to learn Some girls put up their hands and so did 1.1 didn’t have a violin, but my uncle said I could use his The lessons were really hard at first, but playing the violin soon became important to me.’

After leaving school, Jack moved to Melbourne For a time, he preferred listening to music to playing it The rock music he listened to sounded very different from violin music, so he bought an electric violin, and started putting the things he liked about rock music into the music he played on his violin.

A year later, Jack met a small group of Melbourne musicians ‘We all thought about music in the same way and started Ocean Blue together A year later, we were playing lots of concerts, and our music was selling well But we didn’t want this to make US different people We didn’t want to stop being friends.’

Jack meets many people who think playing the violin is an unusual career, but he doesn’t agree with them ‘I think it’s the best thing in the world I guess I’m lucky that way The internet has changed music, but when I walk into a violin shop it’s like entering another world - one where time has stopped Someone has looked after these beautiful old instruments that are two or three hundred years old I think that’s amazing.’

14 What do we learn about Jack in the first paragraph?

A He was the only person at school to play the violin.

B He learned to play on an instrument that he borrowed. c He enjoyed playing the violin as soon as he started learning.

15 What is the writer doing in the second paragraph?

A explaining why Jack thought some music was easy to play

B saying why only a few people liked the music Jack played c describing how Jack changed the kind of music he played

16 What does Jack say about Ocean Blue?

A Nobody in the band liked travelling far to play in a concert.

B The band members were interested in different kinds of music. c Everyone wanted to stay friends when the band became successful

17 Why does Jack think he is lucky?

A He meets lots of people.

B He loves what he does. c He has an unusual career.

18 Jack thinks it is a good idea

A to keep some things that people used in the past.

B to make more music available on the internet. c to teach more people to play an instrument.

It’s not possible to buy tickets on the bus. Tourists must book both trips at 9.00 a.m. Each sightseeing trip takes two hours.

Rafa needs to change the plans for this evening.

Rafa will eat at work before going to the cinema.

Rafa prefers to see the film at a later time.

You should pay for cinema parking In the shopping centre.

People who want to see a film must drive to the shopping centre cinema.

Cinema visitors should use a different car park.

Tickets only available from tourist office

Please use the free one in the shopping centre

6.00, so I can’t meet you at the café See you at the cinema instead, just before the film.

For each question, choose the correct answer,

7 Who does her hobby with people in her family?

8 Who started classes after getting some good advice?

9 Who began her hobby after feeling unhappy at work?

10 Who did her hobby for a long time before starting classes?

11 Who has made new friends at her classes? A B 0

12 Who felt worried before starting her classes? A B c

13 Who first had classes in her hobby as a child? A B c

Meet three women who enjoy taking classes in their free time

I work full time as a nurse, and don’t have much time for hobbies, but I’ve been interested in photography since I was a child On my last holiday to India, I took lots of pictures, and everyone I showed them to said they were great So I decided to do a course At first, I was afraid I might not be good enough After all, it was my first time as a student for ten years! But I loved it from the very first lesson.

When I was still at school, I started learning the violin It was fun and I was quite good at it, but I didn’t do it for long, because I had so many other hobbies Then last year, I was having a hard time in my job, and my husband bought me a violin as a present I started learning with a teacher again All three of my children are learning to play instruments too, so now we can practise with each other!

Last year I moved to a new city because of my job I didn’t have anything to do in the evenings, so one of my colleagues said I should try a class at the local college I immediately thought of cooking My mum was a fantastic cook, and when I was a child I loved watching her in the kitchen, but I never learned how to cook myself The other students on the course are around my age, and sometimes we go to restaurants together, or even the cinema.

For each question, choose the correct answer.

Pop singer Charlotte Bond talks about living in London

I live in the centre of London I love it because there’s always something happening and there are people around whatever time it is Famous people like it too - they often come here for the restaurants and shops.