Kahoot como ferramenta digital para a revisão de conteúdos em língua inglesa na perspectiva de pibidianos.

Abstract

Technological advances have expanded the presence of digital tools in the educational context, including English Language (EL) teaching and learning processes by providing access to different resources and pedagogical strategies that can make classes more participatory and contextualized. In this scenario, this study aims to analyze the benefits and limitations of Kahoot as a digital tool for reviewing EL content, from the perspective of pre-service teachers participating in the Programa Institucional de Bolsa de Iniciação à Docência (PIBID). The study is grounded in the concepts of teacher education, teaching in the digital age, and the use of digital tools in educational contexts, discussing the teacher’s role as a mediator in relation to technology. Methodologically, the research is characterized as qualitative and descriptive. Data was generated through a questionnaire administered to nine PIBID participants and the supervising teacher, as well as through the description and analysis of a lesson taught by the researcher using Kahoot to review comparatives, superlatives, and musical genres. The analysis was conducted through thematic categorization and triangulation among the theoretical framework, participants’ responses, and the researcher’s experience. The results indicate that Kahoot fosters engagement, motivation, interaction, and immediate feedback, contributing to a more participatory classes and making the tool a relevant resource for reviewing EL content. However, challenges such as infrastructure limitations, internet access issues, and excessive competitiveness were identified, highlighting the need for careful planning and critical use of the tool.