An Investigation of the Effect of Kahoot on Vocabulary Retention among Moroccan EFL Secondary School Students: A Quasi-Experimental Study

Abstract

Game-based learning has increasingly been recognized as an effective strategy to enhance learner engagement and improve educational outcomes. Among such tools, Kahoot has gained prominence in language learning contexts for its interactive and competitive features. This study aimed to examine the impact of using Kahoot on vocabulary retention among Moroccan secondary school students learning English as a Foreign Language (EFL). A quasi-experimental design was employed with 52 participants divided into an experimental group (n = 28), which received Kahoot-based instruction, and a control group (n = 24), which followed traditional teaching methods. A researcher-developed vocabulary test was administered at three points: pre-test, post-test, and delayed post-test. Additionally, semi-structured interviews were conducted with students from the experimental group to explore their perceptions of the Kahoot intervention. Statistical analysis revealed significant vocabulary gains in the experimental group across all stages of testing. The total mean improvement from pre-test to delayed post-test was 4.49 points (p < .001), which indicates a strong effect on long-term retention. Qualitative data further highlighted increased motivation, engagement, and perceived learning effectiveness, with minor concerns regarding time pressure and occasional technical difficulties. Kahoot appears to be an effective digital tool for supporting vocabulary retention in EFL classrooms. Its integration into language instruction may foster higher learner motivation and better long-term outcomes, particularly in contexts similar to Moroccan secondary education.