Chilean EFL teacher's perception toward the use of Kahoot! as a pedagogical tool for vocabulary teaching

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dc.contributor.advisorCid Montecinos, Carlos
dc.contributor.authorMuñoz Godoy, Javiera
dc.contributor.authorRojas Caamaño, Álvaro Marcelo
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.date.accessioned2022-07-02T17:08:47Z
dc.date.available2022-07-02T17:08:47Z
dc.date.issued2021
dc.descriptionTesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)es
dc.description.abstractThis study aimed to explore the perceptions of EFL Chilean teachers towards the use of Kahoot! as a pedagogical tool for the teaching of vocabulary. Therefore, this study focused on fulfilling two objectives; the specific objective: To analyze whether Kahoot! can be perceived as a pedagogical tool in the Chilean EFL context for teaching vocabulary; and the general objective 1: To establish EFL teachers' perceptions towards the use of Kahoot! as a pedagogical tool for promoting vocabulary learning. Moreover, this study seeks to address two hypotheses, hypothesis one: Kahoot! as a pedagogical tool is perceived as a positive influence on the teaching of lexicon by Chilean EFL teachers; hypothesis two: Kahoot! as a pedagogical tool is not perceived as a positive influence for Chilean EFL teachers when teaching vocabulary. In order to obtain meaningful data, an Explanatory sequential Mixed-method design was carried out, where 14 teachers from Santiago, Chile answered firstly a survey (quantitative stage) to gather numerical data, and secondly they participated in an online semi-structured interviews (quantitative stage). Furthermore, the data obtained from the qualitative stage was transcribed, and analyzed following an inductive thematic analysis where themes and subthemes regarding the RQ, What are the perceptions that Chilean EFL teachers have towards the implementation of Kahoot as a pedagogical tool in the teaching of English vocabulary?, emerged. The main findings of this research study focus on the positive impact that Kahoot! has when used for lexicon teaching inside a Chilean EFL classroom. Additionally, the findings allowed us to conclude that EFL Chilean teachers perceived Kahoot! as a useful pedagogical tool for the teaching of English vocabulary.es
dc.identifier.urihttps://repositorio.unab.cl/xmlui/handle/ria/23132
dc.language.isoenes
dc.publisherUniversidad Andrés Belloes
dc.subjectInglés Vocabularioes
dc.subjectEnseñanzaes
dc.subjectMétodos de Enseñanzaes
dc.titleChilean EFL teacher's perception toward the use of Kahoot! as a pedagogical tool for vocabulary teachinges
dc.typeTesises
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