Teaching English Vocabulary to Arabic-Speaking EFL Learners Through Total Physical Response and Kahoot

This study examined the efficacy of total physical response (TPR) and compared its usefulness in helping Arabic-speaking EFL (English as a Foreign Language) learners acquire and retain English vocabulary with the online multiplayer game-based learning platform Kahoot. The researchers hypothesized th...

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Bibliographic Details
Published in:The international journal of technologies in learning Vol. 32; no. 2; pp. 169 - 182
Main Authors: Altakhaineh, Abdel Rahman Mitib, Sulaiman, Noor Ahmad
Format: Journal Article
Language:English
Published: Champaign Common Ground Research Networks 2025
Subjects:
Arabic language
Curriculum development
Education policy
Effectiveness
English (Second Language)
English as a second language
English as a second language instruction
English Learners
Foreign languages
Gamification
Learning
Pretesting
Pretests Posttests
Retention (Psychology)
Second language vocabulary learning
Semitic Languages
Test Results
Vocabulary Development
Vocabulary instruction
ISSN:2327-0144, 2327-2686
Online Access:Get full text
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Summary:This study examined the efficacy of total physical response (TPR) and compared its usefulness in helping Arabic-speaking EFL (English as a Foreign Language) learners acquire and retain English vocabulary with the online multiplayer game-based learning platform Kahoot. The researchers hypothesized that TPR would lead to significantly greater vocabulary retention through Kahoot due to its embodied learning component. Forty learners participated in the study and took a pre-test and post-test based on the Oxford English vocabulary level online test. The purpose of the pre-test was to assess learners’ knowledge of the English vocabulary items before instructional intervention. Based on their pre-test results, they were equally divided into groups A and B. Group A students were taught the vocabulary items using Kahoot, while those in group B were taught the same words through paper and pen and the TPR method. After the instructional intervention, the effectiveness of the two methods was evaluated via a post-test. The post-test results revealed a statistically significant difference favoring the TPR group (M = 32.70, SD = 4.55) over the Kahoot group (M = 28.70, SD = 6.94) (t-value = 2.1540, p = 0.0376). These findings suggest that teaching via the TPR method significantly enhances vocabulary acquisition and retention compared to gamified digital instruction. This article presents possible pedagogical implications of this finding for EFL vocabulary instruction, curriculum design, and educational policies.
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ISSN:2327-0144
2327-2686
DOI:10.18848/2327-0144/CGP/v32i02/169-182