Investigating the use of Kahoot! as an alternative to traditional homework methods used in Algerian middle school EFL classrooms

Daily homework is essential in language learning and is widely regarded by teachers as a crucial part of the teaching process. While many aspects of homework, such as frequency and amount, have been well-studied, the delivery format has not been explored as extensively. Recently, increased investment in educational technology has led to changes in how homework is assigned, including the use of online platform and mobile apps. The use of mobile learning technologies in teaching English as a Foreign Language (EFL) is still in its early stages worldwide. Successful adoption of these technologies requires considering factors like teachers’ readiness and acceptance. This study seeks to investigate the perception and attitudes of Algerian middle school teachers towards the use of Kahoot! as an innovative homework tool.

To comprehensively analyse the potential of integrating Kahoot! into EFL homework practices, this research employs a mixed methods approach, combining a survey, pre- and post-interviews, and a case study that includes a Kahoot! online teacher training and a Kahoot! homework implementation phase. The findings reveal significant challenges associated with traditional homework, including delayed feedback and low student engagement, often worsen by teachers’ heavy workloads. Kahoot! offers a promising alternative, providing immediate feedback and enhancing student motivation through interactive and competitive elements. However, the study also identifies barriers to technology integration, such as limited internet access, insufficient availability of devices, and teachers’ technical skills.

This study concludes that while integrating digital tools like Kahoot! have the potential to transform EFL homework practices, successful implementation requires addressing infrastructural challenges and providing adequate teacher training. These findings underscore the need for educational policymakers to invest in technological infrastructure and training programs to facilitate the effective integration of digital tools in Algerian education. This study provides recommendations for enhancing technological accessibility, improving teacher training, and adapting curriculum frameworks to support digital learning.