The Impact of Kahoot!-Assisted Gamification on Saudi EFL Learners' Phrasal Verb Mastery and Classroom Engagement

Authors

  • Nada Aldubayyan

    Department of English Language and Literature, College of Languages and Humanities, Qassim University, Qassim 52571, Saudi Arabia
  • Saad Aljebreen

    Department of English Language and Literature, College of Languages and Humanities, Qassim University, Qassim 52571, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i9.10826
Received: 1 July 2025 | Revised: 7 July 2025 | Accepted: 11 July 2025 | Published Online: 11 September 2025

Abstract

This study investigates the impact of Kahoot!-assisted gamification on Saudi EFL female learners' grammar performance, particularly in mastering phrasal verbs, and their multidimensional engagement in the classroom. Utilizing a mixed-methods approach, this study integrates pre- and post-assessments along with engagement surveys to measure improvements in grammar as well as emotional, behavioral, cognitive, and social involvement. The participants included 63 Saudi undergraduate students majoring in English, divided into experimental and control groups. Contrary to expectations, the control group outperformed the experimental group in post-test (*p*= 0.030), suggesting gamification may not enhance grammatical accuracy more than conventional methods. Cognitive and behavioral engagement was mixed, with some students preferring competition to purposeful learning. The study highlights the emotional benefits of Kahoot!, such as motivation and classroom dynamics, despite its limited impact on test scores. The results emphasize the need to balance gamification with structured teaching methods to promote engagement and mastery. For educators and education policy makers, the findings suggest that while Kahoot! promotes emotional engagement and involvement, supplementary activities may be needed to enhance grammatical knowledge. The study highlights the pedagogical potential of gamification in EFL grammar instruction and offers insights for curriculum designers and educators seeking to balance instructional rigor with learner engagement. The pedagogical potential of gamification in EFL grammar instruction is evident, but its design and implementation must be carefully tailored to align with learning objectives and learner needs.

Keywords:

Gamification; Kahoot!; EFL engagement; Phrasal Verbs; Grammar Learning; Saudi EFL Context

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Aldubayyan, N., & Aljebreen, S. (2025). The Impact of Kahoot!-Assisted Gamification on Saudi EFL Learners’ Phrasal Verb Mastery and Classroom Engagement. Forum for Linguistic Studies, 7(9), 584–603. https://doi.org/10.30564/fls.v7i9.10826

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Vol. 7 , Iss. 9 (September 2025)

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