GAMIFIED FORMATIVE ASSESSMENT WITH KAHOOT: ADVANCING ENGAGEMENT AND COLLABORATION IN EFL CLASSROOM

Abstract

This study explores the use of Kahoot, a game-based digital platform, as a formative assessment tool in the English as a Foreign Language (EFL) classroom. The primary objective is to investigate how Kahoot influences students’ engagement and collaboration during formative assessment activities. Conducted MTsN 2 Bangka, the research involved 20 eighth-grade students who had experienced formative assessments using Kahoot. The study employed a qualitative approach, utilizing Likert-scale questionnaires, open-ended responses, and semi-structured interviews with four randomly selected students to gather both quantitative and qualitative data. The findings indicate that Kahoot significantly enhances student engagement by creating a fun, interactive, and motivating learning environment. Most students reported increased attentiveness, active participation, and enjoyment during assessment sessions. Additionally, the study revealed that Kahoot fosters collaborative learning by encouraging teamwork, peer communication, and knowledge sharing among classmates. Students expressed that the platform helped them feel more connected to their peers and enabled them to contribute actively in group settings. While most responses were positive, a minority of students suggested that feedback should be given after completing all questions, rather than after each item, to avoid disrupting their concentration. Finally, the research demonstrates that integrating Kahoot into formative assessment practices in the EFL context can significantly improve students’ motivation, engagement, and collaboration. These outcomes suggest that digital platforms like Kahoot hold considerable potential for enhancing the effectiveness of formative assessments and supporting student-centered learning in language education.