Changes in Vocabulary Performance Following a Kahoot!-Based Gamified Intervention among A1 Students

Vocabulary acquisition remains a persistent challenge for A1 English learners, particularly when exposure time is limited and classroom practice relies heavily on memorization. This study aimed to determine the effect of a Kahoot!-based gamified intervention on vocabulary learning and to describe students' perceptions of the experience. A quantitative, one-group pre-experimental design was implemented with 35 ninth-grade students aged 13 to 14. The intervention included six 45-minute sessions structured around activation, knowledge building, and consolidation. A vocabulary test was administered before and after the intervention, followed by an eight-item perception survey. The mean score increased from 6.23 (SD = 3.05) to 7.51 (SD = 1.69), representing a gain of 1.28 points. The Wilcoxon signed-rank test indicated a statistically significant difference (Z = -2.563; p = .010) with a moderate effect size (r = .43). Nineteen participants improved, three obtained the same score, and thirteen scored lower. Survey responses showed high acceptance, perceived accessibility, sustained interest, and increased participation. The findings suggest that the Kahoot!-based instructional sequence was associated with improved lexical performance when gamified practice was combined with explicit language objectives, immediate feedback, and contextualized opportunities for vocabulary use.