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Motivation is particularly interesting in the study regarding the use of Kahoot! in EFL learning. One study claimed that extrinsic motivation may amplify intrinsic motivation. Other studies might suggest that extrinsic motivation may negatively affect learning effectiveness. With that comes that intrinsic motivation would only have a positive impact to effective learning. Most researchers say this because they link GBLL to having fun which is in our nature. Other studies show that online games can foster an apparently higher level of intrinsic motivation in classroom learning activities. One other study that focussed on Kahoot! highlighted that games work by stimulating learners’ intrinsic motivation first and then encouraging engagement.

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Interview
The interview questions focused on understanding participants’ perceptions of using games, mobile learning apps, and Kahoot! in class as well as how students think these tools might influence their classroom learning.

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One of the key areas in the CALL context is to use games to enhance language learning. Some of the technology advancements have also accelerated the development of game-based language learning (GBLL) where gamification tools are used to learning and teaching. The game-like techniques of Kahoot! include the quiz function which provides feedback with scores and rankings.

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Questionnaire
The online questionnaire contained a total of nineteen items:
Items 8–10 focused on the impact of Kahoot! on students’ classroom learning.
Items 11–14 were based on the gamification feature of Kahoot! to explore whether the game-based activity contributed to a competitive, fun and interactive learning atmosphere.

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From several theories that were used during the research of CALL was found a difference of language learning methods.

Eight dimensions that distinguish CALL from traditional language learning methods:

·        learning efficiency

·        learning effectiveness

·        access

·        convenience

·        motivation

·        teaching efficiency

·        teaching effectiveness

·        institutional efficiency

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All the participants who ranged from 18 to 19 years old were invited to fill in an online questionnaire.  Additionally, 13 students were also invited to conduct an offline face-to-face semi-structured interview.

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A total of 80 year one students were selected as the research sample.  Their English proficiency ranged from B1 to B2.

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The study was administered in a Sino-British English university in China.

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Because students are more motivated their learning effectiveness increases.
The Best implications:
Retaining/checking knowledge -> At the end of a lesson.
Motivating learning -> To introduce a new subject.

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"Furthermore,  the  interview  data  suggest  that  students’  competitive feeling  was  derived  from  several  external  drivers  embedded  in  the  game such  as  scores,  ranking,  name  on  the  scoreboard,  distance  with  others."
Highscores and ranking = extrinsic motivation.

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"Furthermore,  the  interview  analysis  show  that  some  students  were  intrinsically  motivated  by  Kahoot!  because  this  application  added  fun  to  the class  and  boost  their  interests." Kahoot shows an increase in intrinsic motivation.

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Statistics from  the  questionnaire  survey  showed  that  most  students  (77.5%)  agreed  that  incorporating  games  into  the  class  was  helpful  to  their  learning;  a  vast  majority  of  the  students  (81.25%)  expressed  their  affection  for  game-based  classroom  learning. Furthermore,  the  interview data  suggested  that  the  gamification  pattern  of  Kahoot!  was  found  to  be  the  most  satisfying  aspect  of  Kahoot!  as  it  can  arouse  interests, motivate   learners,   and   facilitate   effective   learning.