The effect of success and motivation on english vocabulary learning with kahoot! and student opinions

This research is based on the Web 2.0 tool Kahoot! and the effect of teaching vocabulary in English lessons on students' success, the effect on students' motivation, the evaluation of these values and student opinions. In this study, in which experimental design was used with a control and an experimental group, quantitative and qualitative data were obtained through applications such as assessment tests, motivation scales and student opinion forms. The study was carried out with the 10th grade students of a Multi-Program Anatolian High School located in the Gürpınar district of Van.After the lessons taught with the experimental group (n=21), The students have reviewed the words they learned weekly through the Kahoot! application. In the classes taught with the control group, the traditional teaching method was used, and the content of the textbook was covered in the usual manner. The research was completed within the foreseen 5 week time frame. In the study, the Achievement Test, which was developed by the researcher and underwent security checks, with a reliability value of 0.70 Cronbach, the IMMS Motivation Scale, created by J.M. Keller and R. Subniyah and translated into Turkish by Acar (2009) and the semi-structured Student Perception Form consisting of 6 Likert-type questions with 5 options developed by the researcher in line with the opinions of field experts and 1 open-ended question, were used. Two-Factor ANOVA and Independent Samples T-test were used to evaluate the collected data. According to the findings, in the lessons taught with the web 2.0 tool Kahoot! A significant increase was observed in favor of the experimental group related to the data such as achievement score, motivation and student opinions.