INTRODUCTION
In recent decades, the teaching of English as a Foreign Language (EFL) has undergone significant
transformations driven by the incorporation of Information and Communication Technologies (ICT) into
educational processes. Globalization, digital access, and contemporary academic and labor demands
have made English proficiency a key competence for social and professional integration. However, in
various educational contexts, particularly in Latin American public institutions, structural difficulties
persist, including traditional methodologies, low student motivation, and limitations in vocabulary
development, a fundamental component of communicative competence.
Vocabulary constitutes the foundation of foreign language learning, as without an adequate lexical
repertoire it becomes difficult to develop reading comprehension, written production, oral expression,
and listening skills. Lexical acquisition involves not only memorizing words but also understanding their
contextual use, pronunciation, meaning, and pragmatic application. Nevertheless, several studies have
shown that traditional approaches focused on mechanical repetition and direct translation tend to
generate demotivation and low long-term retention (Rahayu et al., 2023). This issue becomes more
evident among upper secondary students, who require dynamic methodologies aligned with their digital
environment and learning styles.
In response to these challenges, gamification has emerged as an innovative pedagogical strategy that
incorporates game elements such as scoring systems, competition, immediate feedback, and rewards
into formal educational contexts. Gamification aims to transform the learning experience into a more
interactive, participatory, and meaningful process. Research has demonstrated that gamified tools
increase both intrinsic and extrinsic motivation, enhance classroom participation, and improve
academic performance.
In the specific field of English language teaching, digital platforms such as Kahoot have gained
relevance as interactive instructional resources. Kahoot allows teachers to design real-time dynamic
quizzes that promote healthy competition and immediate feedback. Recent studies highlight that the
use of Kahoot significantly enhances vocabulary acquisition in secondary education students, showing
statistical improvements in post-intervention assessments (Murtasiah et al., 2025). These findings
suggest that integrating digital tools can strengthen cognitive processes associated with memory and
lexical retention.
Systematic reviews have also confirmed that Kahoot, as a gamified learning tool, contributes to
vocabulary development by increasing academic engagement and student participation (Maemanah &
Shofiana, 2025). The platform’s interactive and playful nature stimulates sustained attention, reduces
evaluation anxiety, and fosters a collaborative classroom environment.
From the students’ perspective, perceptions of Kahoot are predominantly positive. Research conducted
in secondary education contexts indicates that students consider it motivating, engaging, and
conducive to learning, especially in vocabulary review and consolidation activities (Rahmadani et al.,
2022). Immediate feedback allows learners to identify errors and reinforce concepts instantly,
improving self-confidence and classroom participation.
In Latin American contexts, particularly in public institutions, Kahoot has shown encouraging results in
terms of motivation and classroom dynamism. Studies conducted in Ecuador indicate that
implementing this tool strengthens teacher–student interaction and increases interest in English
language learning (Puetate Medina et al., 2024). However, these studies also emphasize that the impact
of ICT depends on factors such as connectivity, access to electronic devices, and teacher training in
innovative methodologies.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, abril, 2026, Volumen VII, Número 2 p 355.
