Between Attendance and Engagement: A Qualitative Study of Kahoot Integration in SHAD-Based Emergency Remote EFL Instruction

This qualitative study explored Iranian high school EFL learners’ experiences of SHAD-based emergency remote instruction and the integration of Kahoot activities. The study involved two Grade ۱۱ classes comprising ۳۶ male students at a SAMPAD high school in Ardabil, Iran. Fourteen students, seven from each class, participated in semi-structured interviews, supplemented by classroom artifacts and teacher reflective records. Data were analyzed using reflexive thematic analysis. The findings revealed a distinction between online attendance and meaningful participation, with students frequently reporting limited interaction during regular SHAD-based instruction. Kahoot provided additional opportunities for participation, interaction, competition, and personalized engagement. However, learners experienced these features differently: competition motivated some students, while others remained relatively indifferent or experienced pressure associated with rankings. Overall, the findings suggest that the value of gamification in emergency remote EFL instruction depends on teacher mediation, activity design, personalization, and individual learner characteristics.

کلیدواژه ها:

Emergency Remote Teaching ، EFL ، Kahoot ، Gamification ، SHAD ، Learner Engagement