The Impacts of Game-Based Learning Platforms on EFL University Students’ Grammar, Motivation, Attitudes, and Performance

Abstract

This study investigated the impact of the game-based learning platform Kahoot! on English as a Foreign Language (EFL) university students’ grammar performance, motivation, and attitudes. Conducted over one semester in a freshman English grammar course at a Taiwanese university, the study involved fifty-six students and adopted an action research approach, with data collected through pre- and posttests, weekly Kahoot! quizzes, surveys, classroom observations, and interviews. The results showed a significant improvement in grammar performance, with posttest scores exceeding pretest results, while weekly quiz data indicated consistent progress and sustained engagement. Qualitative findings revealed that Kahoot!’s gamified features, including instant feedback and competitive elements, enhanced students’ intrinsic motivation, promoted positive attitudes toward grammar learning, and encouraged active participation. Students also reported increased enjoyment, confidence, and a sense of achievement. Overall, the findings suggest that game-based learning can effectively support grammar instruction in EFL contexts and offer practical implications for integrating digital tools into language classrooms, particularly in higher education settings.