The Potential of Gamification in Enhancing English Language Learning: A Case Study of Kahoot in the Libyan University Context

Abstract

The integration of technology in education has introduced innovative pedagogical tools, with gamification emerging as a powerful strategy to enhance student motivation and engagement. This paper explores the potential of Kahoot!, a popular game-based learning platform, in the context of English as a Foreign Language (EFL) instruction for Libyan university students. Drawing upon existing research on Kahoot!’s effectiveness in the Malaysian ESL context, this paper synthesizes key findings and adapts them to the unique challenges and opportunities within Libyan higher education. The paper examines the linguistic and pedagogical challenges faced by Libyan EFL learners, including vocabulary acquisition, grammatical accuracy, and motivation. It proposes a conceptual framework for integrating Kahoot! into Libyan university English programs, arguing that its interactive and competitive nature can foster a more engaging and effective learning environment. This paper also discusses the potential of Kahoot! to address the specific needs of Libyan students, drawing parallels with successful implementations in similar EFL contexts. The paper concludes with recommendations for future empirical research to validate the proposed framework and to explore the broader implications of gamification for language education in Libya and the wider MENA region.