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All Journal Register Journal Esteem Journal of English Study Programme REGISTER JOURNAL
Arif Suryo Priyatmojo
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Esteem Journal of English Study Programme

 1 
CONCEPTUALIZING THE ROLE OF KAHOOT! IN ENHANCING FORMATIVE ASSESSMENT PRACTICES IN EFL Yustisio, Armaz; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19355

Abstract

This chapter explores how Kahoot! can be used as a tool for formative assessment in the English as a Foreign Language (EFL) classroom. The chapter uses the key ideas of assessment, feedback and self-regulated learning to see how this platform aligns with the principles of effective teaching. The chapter argues that Kahoot! is great for increasing student motivation and giving teachers quick feedback to adjust their lessons. However, the chapter also highlights key challenges. The platform's feedback is often too simple, it cannot evaluate skills such as speaking or writing, and the focus on speed and competition can hinder deep thinking. To help teachers, the chapter presents a model called ‘Gamified Formative Assessment’ that shows how to use Kahoot!'s strengths while managing its weaknesses. The main conclusion is that Kahoot! is not effective on its own. Its true value depends on how a teacher thoughtfully and strategically uses it as a meaningful part of their overall assessment plan.
A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS Janastasya, Lathifa Khania; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19356

Abstract

This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.
CONCEPTUALIZING THE ROLE OF KAHOOT! IN ENHANCING FORMATIVE ASSESSMENT PRACTICES IN EFL Yustisio, Armaz; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19355

Abstract

This chapter explores how Kahoot! can be used as a tool for formative assessment in the English as a Foreign Language (EFL) classroom. The chapter uses the key ideas of assessment, feedback and self-regulated learning to see how this platform aligns with the principles of effective teaching. The chapter argues that Kahoot! is great for increasing student motivation and giving teachers quick feedback to adjust their lessons. However, the chapter also highlights key challenges. The platform's feedback is often too simple, it cannot evaluate skills such as speaking or writing, and the focus on speed and competition can hinder deep thinking. To help teachers, the chapter presents a model called ‘Gamified Formative Assessment’ that shows how to use Kahoot!'s strengths while managing its weaknesses. The main conclusion is that Kahoot! is not effective on its own. Its true value depends on how a teacher thoughtfully and strategically uses it as a meaningful part of their overall assessment plan.
A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS Janastasya, Lathifa Khania; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19356

Abstract

This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.
Co-Authors Janastasya, Lathifa Khania Yustisio, Armaz