Effectiveness of using game-based response system in teaching grammar for English as second language young learners

Abstract

Integration of ICT in teaching and learning activated gamification. The Game- Based Student Response System has been a novel approach to learn English as a Second Language. In align to it, Kahoot! is becoming the trademark in the educational setting to learn English. Kahoot! creates a fun environment for the learners and motivates the learners for language acquisition. However, the research on Kahoot! is still inadequate to generalize the effectiveness of Kahoot, especially among primary school students. Therefore, this study intended to fill the research gap by examining the effectiveness of Kahoot! as a Game-Based Student Response System in teaching grammar for ESL primary young learners. The research objectives of this research are to examine the effects of Kahoot! as a Game-based Student Response System in teaching grammar on ESL young learners’ grammar performance, to identify the effects of using Kahoot! as a Game-based Student Response System in teaching grammar for ESL young learners on intrinsic motivation in learning grammar and to discover the perceptions of ESL young learners on the use of Kahoot! as a Game-based Student Response System in learning grammar. This study used a quasi-experimental approach to two groups of ESL learners namely control group and experimental group with the total of 76 ESL learners. The quantitative data obtained from tests and questionnaires. Meanwhile, the qualitative data derived from a semi-structured interview. The findings reveal that the experimental group who experienced Kahoot! in grammar lesson had positive grammar performance and intrinsic motivation compared to the control group. This study ascertains that Kahoot! as a Game-Based Student Response System had positive effects on ESL primary learners’ grammar performance and intrinsic motivation.