The Effects of Kahoot! on EFL Writing Conventions among Jordanian High School Students: A Quasi-Experimental Study

Using a quasi-experimental non-equivalent control-group design, the study compares students receiving Kahoot!-based instruction with those receiving conventional instruction.

Writing performance is measured at pre-test, immediate post-test, and delayed post-test to examine both immediate learning gains and the retention of writing conventions over time. Students’ perceptions of the Kahoot!-based learning experience are further explored through a questionnaire and semi-structured interviews. By integrating performance-based and perception-based evidence, the study seeks to provide a comprehensive evaluation of Kahoot! as a pedagogical tool for EFL writing instruction.