The Impact of Kahoot and Wayground during assessment and feedback processes in the EFL classroom

Abstract

The purpose of this study is to explore students’ perceptions of using gamified tools, specifically Kahoot and Wayground, to improve assessment and feedback practices in the English classroom, compared to traditional methods. The project was grounded in a constructivist paradigm and employed an action research methodology. A pedagogical intervention was conducted with adolescents at the B2 level of English proficiency who were taking English courses at a binational center. Data were collected through surveys, interviews, and focus groups. The results indicate that while gamified tools can positively influence motivation, interaction, and engagement in the learning process, students also recognize the importance of traditional assessment methods and instructor feedback for achieving a deeper understanding. Students highlighted that these tools are more appropriate for practice than for formal assessments and identified limitations, including technical issues, limited access to feedback, and pressure from time constraints and competition. In conclusion, implementing gamified tools such as Kahoot and Wayground can enrich assessment and feedback practices in the English classroom. Nevertheless, their effectiveness depends on balancing their integration with traditional methods and teacher mediation to ensure meaningful learning.