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All Journal EXPOSURE JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Education and Human Development Journal Community Development Journal Child Education Journal E-Link Journal Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab International Journal of English Education and Linguistics (IJoEEL) Jurnal Inovasi Penelitian Indonesia Berdaya International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Takuana: Jurnal Pendidikan, Sains, dan Humaniora Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business Jurnal Pendidikan Indonesia (Japendi) TOFEDU: The Future of Education Journal BARAKATI: Journal of Community Service Edu Journal Innovation in Learning and Education
Nailul Authar
Universitas Nahdlatul Ulama Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Students’ Perceptions Of Kahoot-Based Speaking Activities In Efl Classrooms: A Narrative Literature Review M. Dhava Sa’dit Daroiny; Nailul Authar; Tiyas Saputri; Savira Zaniar
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3174

Abstract

The integration of gamification into English as a Foreign Language (EFL) instruction has gained significant attention due to its potential to increase student engagement and motivation. Among various digital learning platforms, Kahoot has emerged as one of the most widely used tools for creating interactive and game-based learning experiences. While numerous studies have investigated the effectiveness of Kahoot in improving learning outcomes, limited attention has been paid to students’ perceptions of its use in speaking activities. This narrative literature review aims to explore how students perceive Kahoot-based speaking activities and to identify the pedagogical benefits and challenges associated with its implementation in EFL classrooms. The review synthesizes findings from recent studies published between 2016 and 2025 focusing on Kahoot, speaking instruction, gamification, and learner engagement. The findings indicate that students generally perceive Kahoot positively due to its ability to create an enjoyable learning atmosphere, reduce speaking anxiety, increase motivation, and encourage classroom participation. Furthermore, Kahoot facilitates collaborative interaction and promotes willingness to communicate in English. However, several challenges have also been identified, including time pressure, technological limitations, and the possibility of prioritizing competition over meaningful communication. The review concludes that Kahoot has considerable potential to support speaking activities when integrated with communicative teaching strategies. Future research is encouraged to investigate long-term impacts of Kahoot on speaking development and communicative competence in diverse EFL contexts.
THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE Nor Weni Zulmi; Nailul Authar; Savira Zaniar; Djuwari Djuwari
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/c9gmxd47

Abstract

This study examines the impact of communicative teaching strategies on learners’ motivation in acquiring English as a foreign language. It seeks to analyze how interactive instructional practices such as role-play activities, group discussions, and game-based learning contribute to enhancing students’ engagement, classroom participation, self-confidence, and overall learning motivation. A qualitative research design was implemented, involving five private English learners with varying levels of proficiency and motivational backgrounds. Data were gathered through semi-structured interviews and classroom observations, and were analyzed thematically to identify recurring patterns related to learner motivation and classroom interaction. The findings indicate that communicative teaching strategies exert a positive effect on students’ motivational development, reflected in increased engagement, more active participation, improved self-confidence, enhanced speaking performance, and reduced language anxiety. Both intrinsic and extrinsic motivational dimensions were strengthened through meaningful communicative tasks, which encouraged learners to become more involved and enthusiastic in the learning process. These results suggest that interactive and student-centered classroom practices play a crucial role in fostering a supportive and motivating learning environment. The implications of this study are applicable to English language instruction, teacher professional development, curriculum design, and classroom management, particularly in efforts to create more dynamic and engaging learning settings. Furthermore, this research enriches the existing body of literature by offering detailed qualitative insights into learners’ lived experiences and small-group interaction dynamics, illustrating how specific communicative activities shape motivation, engagement, and participation in EFL learning contexts.
Co-Authors Adelia Ayu Putri Sucita Afib Rulyansah Ahmadah, Nur Hubba Alfan Afifi Kurniawan Alfiah Alfiah Alya Azhara Amri Rasyid, Reizano Annida Nur Akfany Antika, Ruli Aquariza, Novi Rahmania Arsy Aqilah Ramadanis Aryani Firiana Bahrul Ilmi Basuki, Edi Pujo Budiarti, Rizqi Putri Nourma Choirun Nisa Afidatus Zahro Destita Shari Djuwari Djuwari Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Jauharotur Rihlah Jauharotur Rihlah Likdanawati Lisa Dwi Yana M Adrian Amien Anshari M. Dhava Sa’dit Daroiny Muhammad Safiudin Muhammad Zarkasih Noer Mujad Didien Afandi Mujad Didien Afandi Niken Ayu Pramudita Niken Ayu Pramudita Nor Weni Zulmi Novi Rahmania Aquariza Putri, Ni Made Ardita Arya Putri, Tarisa Adelia Rachma Rizqina Mardhotillah Rahmanita, Meiga Rifka Putri Wardhani Rizqi Febrian Pramudita Safrina Saidah Mardliyah Savira Zaniar Surnia Maulida Azzahra Sya'diyah, Halimatu Tatik Muflihah Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Wildana Wargadinata Yasmin Afra Firdhausyah Yusfiah Yasmin Yusuf Muhammad