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In the recent years, numerous game-based technologies have been developed with the aim of providing fun yet meaningful experience to their users. These technologies are also common among instructors and students in the English as a Second Language (ESL) classroom since they act as supplements for effective teaching and learning. Instructors and students who are now more advanced with technology could benefit from these available game-based technologies as these technologies offer various features that could be utilized for classroom activity. As to ensure the successful implementation of the technologies, students’ engagement in the classroom where the technologies are concerned should be paid attention to. Hence, in the context of this study, the use of one game-based technology, KAHOOT in an ESL classroom was observed. The study examines the students’ level of engagement while playing KAHOOT and also looks at the students’ level of attainment towards the topic content. The study was conducted qualitatively with the participation of 29 undergraduate students. The data was collected via interviews and observations which later was analysed descriptively. The findings suggest that KAHOOT is proven to be useful in initiating and fostering students’ engagement in language learning activity and at the same time enhancing their language skills. The study hopes to provide insights for better implementation of game-based technologies in English language classroom curriculum.
Muhridza et al. (Tue,) studied this question.