Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China

This article reports on a classroom-based investigation into English as a foreign language (EFL) learners’ views on lessons which integrated m-learning tools for assessment (Kahoot!) and collaboration (Padlet). 289 Chinese university students’ views on such lessons were collected through open-ended questions posted on Padlet. The questions were designed without mentioning the use of these m-learning tools. The data were analysed with the combination of comparative content analysis and thematic coding. Major themes emerging from the qualitative data are related to either strategies for teachers to promote learner’s motivation or a prerequisite for learning. A striking result is that their perceptions of gamification were amplified when the reality was that only a few class activities used these tools. This suggests that partly integrating m-learning tools in class could significantly increase learners’ positive perceptions of a whole lesson. Teachers are often encouraged to integrate technology within their lessons, yet they may not be well instructed as to how. The findings of this research could be of reference to teachers and policymakers who wish to attempt the use of Technology-Enhance Learning (TEL) tools with similar functions to Kahoot! and Padlet in various comparable pedagogical contexts. Recommendations are also made for future research.