Integrating Kahoot! to improve student engagement: an action research study on an EFL junior high class
Student response system
|上傳時間: ||2018-07-13 15:07:34 (UTC+8)|
|摘要: ||本研究旨在以兩階段的課室教學設計，探討在台灣國中英語課程中融入學生即時反饋系統 (Student Response System) – Kahoot!，對於改善並提升台灣北部某國中二十七位學生的學習投入程度之可行性。本研究採取行動研究方式在十二週內設計並進行兩階段教學研究。研究方法主要包含背景問卷調查、學習投入問卷、課室觀察以及與三位受訪學生的半結構式訪談。在第一階段，Kahoot! 被應用在個人任務作為複習課程之目的。經修正後，第二階段改為採取小組任務之方式進行。
The purpose of this study was to explore the possibility of integrating one novel student response system (SRS), Kahoot!, on enhancing student engagement. Twenty-seven students participated in the twelve-week study. An action research framework was adopted with two stages of Kahoot! integration. In the first stage, individual tasks combined with Kahoot! were adopted during review sections in class. Based on student feedback, group tasks were taken in the second stage. Data were collected both qualitatively and quantitatively. It primarily included a background questionnaire, an engagement survey, observations and semi-structured interviews with three student informants.
The results indicated that the inclusion of Kahoot! has its potential for changing and increasing student engagement in relation to students’ behavior, emotion and cognition engagement respectively. Features from Kahoot! reinforced students’ interest, encouraged students to involve in class positively and created more opportunities for interactions. The SRS implementation brought new insights and activity varieties to the conventional course design. Furthermore, the study also revealed the difficulties that students and the instructor may encounter while conducting Kahoot! activities. Overall, the study provided rationales that SRS is capable of creating interactive learning opportunities that support language learning and enhancing student engagement in the classroom.
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