A study of effectiveness of kahoot in EFL primary students' vocabulary learning in reading skills
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Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Las aplicaciones de enseñanza modernas han contribuido a facilitar el acceso al aprendizaje al
igual que a una vasta cantidad de información cultural, social y educativa. En el campo del
aprendizaje de idiomas, hay un número de aplicaciones que pueden ser descargadas por usuarios
en sus aparatos digitales para practicar y mejorar distintas áreas de la lengua meta. Kahoot es una
de esas aplicaciones novedosas caracterizada por su mecanismo de uso fácil. El vocabulario, por
otra parte, es el reconocimiento de patrones que nos permiten comunicarnos y transmitir nuestros
pensamientos. Usar esta aplicación como medio para aprender vocabulario es el punto clave de
esta investigación. En este sentido, el objetivo de esta investigación es medir hasta qué punto las
actividades de Kahoot pueden mejorar el vocabulario de estudiantes de sexto básico en las
habilidades de lectura. Una metodología cuantitativa fue usada para recolectar información
numérica. El estudio se constituía de un grupo experimental (n = 14), el cual usó la aplicación
Kahoot, y un grupo control (n = 14), el cual trabajó con material escrito en papel. Ambos grupos
fueron sometidos a un pre-test, a siete clases en un período de tres semanas, y a un post-examen.
Un tercer grupo se sometió al pre-test de esta investigación para validar su contenido. Una prueba
Kolmogorov-Smirnov se llevó a cabo para obtener resultados estadísticos del post-test
respondido por ambos grupos. El resultado de la media generó un resultado significativo de 7,64
a 21,11 y una desviación estándar de 3,358 (pre-test) a 6,724 (post-test) lo cual evidencia un
incremento en el vocabulario léxico receptive de los estudiantes al haber usado Kahoot.
Modern teaching applications have contributed to facilitating access to learning as well as to a vast quantity of cultural, social, and educational information. In the field of language learning, there are a number of applications which can be downloaded by users to their digital devices in order to practise and improve different areas of the target language. Kahoot is one of these novel applications characterised by its easy-to-use mechanism used for general learning purposes and language learning in particular. Using this application as a means to learn vocabulary is the key point of this investigation. In this sense, the aim of this research study is to measure the extent to which Kahoot activities may improve sixth graders’ vocabulary in reading skills. A quantitative methodology was used to gather numerical data. The study was comprised by an experimental group (n = 14), which used the Kahoot application, and a control group (n = 14), which worked with paper-based written material. Both groups were subjected to a Pre-test, a three-week intervention period of seven lessons, and a Post-test. A third group underwent the Pre-test of this investigation so as to validate its content. A Kolmogorov-Smirnov test was carried out to obtain statistic results of the Post-test answered by both groups. The outcome of the mean generated a significant result from 7,64 to 21,11 and a standard deviation from 3,358 (pre-test) to 6,724 (posttest) which evinces an increase in the students’ receptive lexical vocabulary by using Kahoot.
Modern teaching applications have contributed to facilitating access to learning as well as to a vast quantity of cultural, social, and educational information. In the field of language learning, there are a number of applications which can be downloaded by users to their digital devices in order to practise and improve different areas of the target language. Kahoot is one of these novel applications characterised by its easy-to-use mechanism used for general learning purposes and language learning in particular. Using this application as a means to learn vocabulary is the key point of this investigation. In this sense, the aim of this research study is to measure the extent to which Kahoot activities may improve sixth graders’ vocabulary in reading skills. A quantitative methodology was used to gather numerical data. The study was comprised by an experimental group (n = 14), which used the Kahoot application, and a control group (n = 14), which worked with paper-based written material. Both groups were subjected to a Pre-test, a three-week intervention period of seven lessons, and a Post-test. A third group underwent the Pre-test of this investigation so as to validate its content. A Kolmogorov-Smirnov test was carried out to obtain statistic results of the Post-test answered by both groups. The outcome of the mean generated a significant result from 7,64 to 21,11 and a standard deviation from 3,358 (pre-test) to 6,724 (posttest) which evinces an increase in the students’ receptive lexical vocabulary by using Kahoot.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Tecnología Educativa, Enseñanza Básica, Inglés, Vocabulario, Innovaciones Tecnológicas