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RESEARCH ARTICLE
ABSTRACT
Background/purpose – Game-based learning is becoming increasingly
CORRESPONDENCE popular among educators in higher institutions. However, it can be a
Mohd Zulfadli Mat Husin daunting task for educators to ascertain which of the currently
zulfadli.mh@umk.edu.my available game-based learning platforms best suits their learners’
University Malaysia Kelantan, needs. This study explored the suitability of Kahoot! as one of the
Malaysia most commonly used game-based learning platforms in education.
The aim of study was to determine whether Kahoot! can be used to
engage learners and reinforce learning for academic purposes in
AUTHORS DETAILS higher education institutions.
Additional information about the Materials/methods – Data were collected among 80 science and
authors is available at the end of the technology undergraduate students enrolled to an “English for
article.
Academic Communication” course, which is compulsory for English
language proficiency at the participant university. The students were
exposed to the use of Kahoot! through several predetermined quizzes
How to cite: Mat Husin, M.Z., & conducted during their lessons over a single 14-week semester. The
Azmuddin, R.A. (2022). Learner study employed a two-part, 24-item, Likert-type scale administered via
Engagement in Using Kahoot! within a Google Forms. The questionnaire was assessed using Cronbach alpha
University English Proficiency Course. reliability analysis, which yielded a score of .97, confirming the
Educational Process: International questionnaire to be a reliable instrument.
Journal, 11(2): 167-180.
Results – The study’s findings revealed that the participant students
found Kahoot! to be fun, enjoyable, engaging, and interesting to use.
Conclusion – The participant students also believed that Kahoot! was
OPEN ACCESS able to consolidate and reinforce learning in academic courses, which
is integral to the higher education context in terms of creating better
Copyright © 2022 by the author(s). This
classroom dynamics.
work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International Keywords – Kahoot!, learner engagement, game-based learning,
License (CC-BY-4.0), where it is permissible to English for academic purposes, higher education
download and share the work provided it is
properly cited. To link to this article– https://dx.doi.org/10.22521/edupij.2022.112.9
1. INTRODUCTION
Gamification in teaching and learning has become part of the new norm. Experts
acknowledge that the concept of gamified teaching and learning can be applied in various
disciplines with the aim of promoting and encouraging certain aspects of human behavior
(Wood & Reiners, 2015). Central to the core discipline of gamification is classroom dynamics.
This shift has led to the wider use of educational spaces (Ruhil Amal et al., 2020) and as such
many educators have opted to utilize gamification to reinforce classroom learning.
Gamification is believed to render positive results for students, with learning content
presented in such a way that impacts teaching and learning on a whole new level. One of the
many benefits that educators realize from gamification is its ability to enhance the learning
process and motivate students (Lopez & Tucker, 2019). Gamification, therefore, is seen to
encourage student learning as a supportive aid tool.
As the world is constantly evolving and adapting to the greater use of technology in
teaching and learning processes, the application of web-based games such as Kahoot!
became inevitable. Kahoot! has been recognized as one of the leading learning applications
based on gamification, which was purposely designed to improve conventional learning
through offering a more exciting user experience that can be accessed using various types of
device. Kahoot! has in excess of 30 million users due to its freely available, real-time
application, and has become widely accepted on a global scale (Chiang, 2020). It allows
instructors to create interesting game-based quizzes, surveys, and other learning-based
content in which students can compete against each other.
Gamification in the higher education context allows for a more fun approach for
students involved in courses with an otherwise academic focus. For example, a study among
Universiti Sains Malaysia communication students found that the application of Kahoot!
encouraged both intrinsic and extrinsic motivation, as well as actively supported learning
during lectures (Tan et al., 2018). The aim of that particular study was to examine the effects
of using Kahoot! amongst the undergraduate student population in Malaysia. Similarly,
Licorish et al. (2018) found Kahoot! to be effective when used as a learning tool in the
classroom environment, with gamification assisting teachers to minimize improper
classroom behaviors through its activities.
However, with many options available in game-based learning, it can be a daunting task
for today’s instructors to evaluate whether Kahoot! is truly suitable for their learners’ needs.
What is not yet clear is the impact of using Kahoot! to reinforce learning in the Malaysian
higher education context. Hence, the current study aims to identify the suitability of Kahoot!
to consolidate and reinforce learning for academic purposes among undergraduate students
in Malaysia. The study sought answers to the following research questions:
Does a significant difference exist between genders in terms of students’ attitudes
and perceptions toward the application of Kahoot! for academic purposes?
In what ways is Kahoot! suitable for teaching and learning of academic courses at the
university level?
2. LITERATURE REVIEW
Game-based learning platforms are commonly used since it is believed that they help to
engage learners, and also to increase their motivation, enjoyment, and concentration.
Experts have argued that using games in learning helps to integrate several traits such as
introducing learning theories, skills, and languages (Prensky, 2005). In addition, researchers
have claimed that well-constructed learning games had been known to improve students’
interaction among themselves as well as their motivation toward learning itself (Tan et al.,
2018). The underlying premise is that gamification allows the learning process to take place
wherein students naturally acquire new knowledge and skills.
In addition, gamification can be defined from the engagement process driven by certain
variables. Groh (2012) defined gamification as a process involving users taking part in
activities with features that aim to motivate. Another definition of gamification is a process
governed by rules, with individual’s self-engaging or with others within an artificial skirmish
that produces a measurable outcome (Salen et al., 2004). Looking at these concepts,
gamification is about the use of game-based elements and features applied within different
settings. The process of gamification mainly requires people to restructure target work
processes with game instruments aimed at adding an element of entertainment and to
provide a pleasant user experience for learners (Wood & Reiners, 2015). In brief, we can say
that gamification is a mixture of multiple parts that push individual skills to build certain
aspects of behavior with the aim of supporting certain processes (Werbach & Hunter, 2020).
Hence, gamification helps transform established activities with the injection of certain
enjoyable elements in order to boost motivation and promote greater user engagement.
Kahoot! is one of many game-based applications currently used in teaching and
learning. It is an application that focuses on a game-based student response system aimed at
transforming the traditional classroom into a game show format (Boden & Hart, 2018). The
application works on various platforms, either via personal computers or through a mobile
device. Educators can set questions or polls on Kahoot! for their students to answer
simultaneously using their preferred type of device. There are also predetermined quizzes
that educators can select and edit based on the relevant personal learning objectives.
Kahoot! provides multiple functionalities that are all widely considered user-friendly.
Kahoot! offers four different mode selections which are teacher, student, workplace,
and social. Each mode presents a completely different set of structures in order to cater for
the respective different needs. For example, in the “teacher” mode, users can control the
game duration such as the timing of the questions, and users can create different sets of
questions with different sets of answers. There are also options for students to respond to
multiple-choice questions or yes/no questions. Additionally, Kahoot! allows students to
participate under a pseudonym, affording a level of anonymity for those with low self-
esteem issues or perhaps shy about the visibility of their responses (Boden & Hart, 2018).
This function encourages learning without users feeling unnecessarily discriminated or
victimized; for example, if their performance falls below that of the average standard.
A considerable amount of literature has been published on the impact of using Kahoot!
in the teaching and learning context. In a study by Tan et al. (2018), the use of Kahoot! was
shown to assist teachers in being more creative, leading to the improved motivation of
students, and concluded that students became more engaged in learning. Supporting the
usefulness of the Kahoot! platform, Licorish et al. (2018) claimed that its use by students in
New Zealand helped to increase their enthusiasm, engagement, and understanding toward
learning course content, as Kahoot! introduces a level of fun to in-class tasks. Several studies
have examined the impact of using Kahoot! on classroom interaction, and have shown that
Kahoot! can facilitate students to be more motivated and more engaged in learning content
in the classroom environment (Ismail & Mohammad, 2017). In addition, Wang and Tahir
(2020) stated that 33 studies have been conducted in which it was claimed that Kahoot!
enhanced the classroom atmosphere. Hence, it may be said that Kahoot! has been proven to
be a very useful application that aids both teachers as well as students.
Recent research has suggested that Kahoot! should be implemented in the classroom
environment since it can impact on student learning in various ways. Licorish et al. (2018)
holds the view that Kahoot!’s impact is broad and that it can significantly enhance the
classroom dynamic, improve students’ engagement in learning, as well as to help inspire
students in their knowledge acquisition. Their study explored 14 respondents using a
qualitative approach to examine the usage of Kahoot! in a course, and found that students
became more motivated and more focused in the classroom. Also, students were found to
be more willing to take part in the activities, which resulted in a better learning environment
with improved interaction among students and also with their teachers. Kahoot! was shown
to create a positive learning environment that encourages students to feel comfortable
when learning and communicating with each other.
One key aspect of using Kahoot! is that it increases user engagement in learning. For
example, Tan et al. (2018) found that Kahoot! helps to advance the metacognitive aptitudes,
empathy, and teamwork skills of students. The various features of the Kahoot! application
assists teachers in developing the ability of students to collaborate and cooperate among
themselves when solving quizzes or questions they are assigned. Besides, students have
been shown to think critically when completing tasks on Kahoot! as instructed by their
teachers. Licorish et al. (2018) stated that adopting a gamification approach to learning, such
as Kahoot!, can prove useful in helping students. In a study by Novak (2010), the premise
was that in using Kahoot!, teachers were able to apply a meaningful learning approach that
highlights the constructive integration of thinking, emotion, and action that leads to
empowerment for commitment and duty toward the learning process. Learners’
performance and their engagement among themselves, as reported by Bawa (2018), to
significantly improve when Kahoot! was introduced into the classroom environment, with
students found to be more excited to answer quizzes using Kahoot!, thus lowering their
anxiety in learning. Furthermore, using the features of Kahoot!, quizzes can be assigned to
pairs or small groups of students which fosters student discussion in a competitive yet fun
manner.
In addition to elevating the learning process, the effectiveness of gamification depends
on whether or not students perceive the games to be appealing, accessible, useful, and of a
sufficiently high quality. These are integral elements required to support learning, especially
in the context of the COVID-19 pandemic where learning required massive amounts of time
spent online through distance learning (Ruhil Amal et al., 2020). Kalayci and Humiston (2015)
contended that students’ belief and attitudes toward the use of web-based education such
as gamification was one of the essential elements that would determine its success. It was
found that students rated gamification-based applications as more interesting and more
valued as useful educational tools compared to other educational applications
(Papastergiou, 2009). The study also found that students who continued to use gamification-
based applications throughout the semester stated positive impacts on their learning and
engagement.
Recent developments in the field of gamification have led to renewed interest in using
Kahoot! for educational purposes. Wang and Tahir (2020) claimed that 48 studies have
investigated the use of Kahoot! in education. One key finding highlighted that Kahoot! was
found to improve students’ test results, and that interaction among students increased
when used in the classroom environment. It was also found that students had a positive
perception toward the use of Kahoot! in the classroom, thus producing a positive effect on
students’ attention, self-confidence, motivation, and engagement (Wang & Tahir, 2020).
With regards to learners’ age, Kahoot! was proven as suitable for the creation of interactive
teacher-learner situations in the classroom setting through knowledge-based games whilst
embedding the subject knowledge (Tan et al., 2018).
A considerable amount of literature has suggested that Kahoot! is regarded as one of
the best free-to-use learning tools that utilizes web-based technology. It has been proven to
create a more interactive classroom environment that improves the motivation of learners.
Recent studies examining students’ and teachers’ beliefs about Kahoot! have reported
positive attitudes about its use in the classroom, regardless of students’ age or proficiency
level. On the negative side, significant issues with this kind of application have been reported
as Internet connectivity and time. Students have reported that with the requirement to
maintain an active Internet connection, there have been delays experienced which may have
demotivated some from using Kahoot! (Chiang, 2020). Teachers also need to emphasize the
color and font selections when applying Kahoot! in the learning environment in order to
ensure that the questions presented are suitable and visually appropriate for their students.
As such, the current small-scale study aims to investigate the perceived effectiveness of
using Kahoot! at the university level to promote student engagement and to reinforce
learning on academic courses.
3. METHODOLOGY
The focus of this study was to explore the suitability of using Kahoot! as a game-based
learning platform to engage and reinforce learning within a higher education context. The
study was conducted within a compulsory Level-1 English language proficiency course at a
public university in Malaysia. A mixed-method approach was utilized as the research design,
and the first section of data analysis is reported descriptively.
This study adopted purposeful sampling among 80 students enrolled to the “English for
Academic Communication” course at the university during the first semester of the 2020-
2021 academic year. The participants were from various ethnicities and were enrolled to
various science and technology programs of study at Universiti Malaysia Pahang.
The students were invited to answer a Likert-type scale survey that was posted online
using Google Forms following their use of Kahoot! in their course for a period of one
semester (14 weeks). During the COVID-19 pandemic, all courses were conducted online;
hence, learners received no face-to-face teaching throughout the entire semester that the
current study took place. Table 1 presents the demographic information of the study’s
participants.
Table 1. Participants’ demographic information
Profile Categories Frequency (f) Percentage (%)
Gender Female 56 70.00
Male 24 30.00
Age 20 years 3 3.80
21 years 21 26.30
22 years 26 32.50
23 years or above 30 37.50
4. FINDINGS
Most of the students showed positive attitudes towards the use of Kahoot! in learning.
An average mean score of 4.57 was revealed related to the participants’ attitudes toward
Kahoot! The highest mean score was 4.74, which was from three statements, “I find Kahoot!
fun,” “I enjoy playing Kahoot!,” and “I respond to each item or question in each Kahoot!
session.” Only six statements recorded below-average mean scores with, “I get annoyed
when I can’t connect to Kahoot!” (M = 4.06), “I am eager to learn via Kahoot!” (M = 4.38), “I
pay more attention during lectures because I hope to win in the Kahoot! sessions”
(M = 4.38), “I respond as accurately as possible to each item or question in each Kahoot!
session” (M = 4.43), “I respond as quickly as possible to each item or question in each
Kahoot! session” (M = 4.44), and “I feel positive when playing Kahoot!” (M = 4.56). Table 2
presents the participants’ attitudes toward using the Kahoot! application for academic
purposes in a higher education context.
Table 2. Attitude toward Kahoot!
No Statement M SD
1 I look forward to playing Kahoot! 4.59 .54
2 I find Kahoot! interesting. 4.73 .62
3 I find Kahoot! fun. 4.74 .59
4 I get annoyed when I can’t connect to Kahoot! 4.06 .88
5 I feel excited when playing Kahoot! 4.70 .49
6 I enjoy playing Kahoot! 4.74 .52
7 I feel positive when playing Kahoot! 4.56 .65
8 I focus on the items or questions in each Kahoot! session. 4.64 .56
9 I respond to each item or question in each Kahoot! 4.74 .44
session.
10 I respond as quickly as possible to each item or question 4.44 .81
in each Kahoot! session.
11 I respond as accurately as possible to each item or 4.43 .67
question in each Kahoot! session
12 I like the competitiveness in our Kahoot! sessions. 4.71 .56
13 I am motivated by the prospect of winning in these 4.63 .62
Kahoot! sessions.
14 I pay more attention during lectures because I hope to 4.38 .72
win in the Kahoot! sessions.
15 I am eager to learn via Kahoot! 4.38 .75
16 There is value in using Kahoot! for teaching and learning 4.61 .61
purposes.
17 Kahoot! should be used in higher education 4.59 .71
the semester. Moreover, they believed that Kahoot! provided them with the gist of the topic
of study which is important in learning academic materials at a higher education level.
Hence, these findings prove that the utilization of knowledge games in teaching practices
can enable students to learn the required subject matter (Tan et al., 2018).
The final item in the questionnaire was open-ended, enabling the respondents to
provide comments based on their overall experience as users of the Kahoot! application in
their course. Table 4 presents excerpts from the respondents’ transcripts, categorized
according to three main themes.
Table 4. Participants’ open-ended comments
Theme Transcript excerpts
Interesting learning tool I felt excited when playing Kahoot!
It was very interesting and fun to answer the quiz.
Nice platform.
I found Kahoot! sessions really exciting.
Interesting
Kahoot! is great.
Nice platform.
I enjoyed playing Kahoot!
Such an enjoyable session.
Kahoot! is fun
Very knowledgeable and fun.
Fun and interesting to learn.
Helps to foster learning It is good because Kahoot! helps me recall the things we learned
in class.
Gave me more confidence in class.
Kahoot! really helped me to become faster and more confident.
It has an influence on my learning process.
I find Kahoot! made learning experience fun, enjoyable, and
stress-free.
It is a fun way of learning and I can test whether I can remember
things that I learned in class.
I think it is relevant and we should use Kahoot! in our English
classes since it really helped me a lot, especially when a lecture
is explained further using questions and answers. I enjoy
Kahoot! sessions every time.
It is suitable for our English course.
Motivates to learn & stay Kahoot! also can help release my stress.
focused Kahoot! helped me to feel more relaxed to learn, and it also
boosted my mood a bit.
Learning became more fun.
I focus better in class and don’t fall asleep.
It made me pay more attention in class because I’m trying to win
during every Kahoot! session.
helps to foster and reinforce students’ learning, a finding found to be congruent with a study
by Licorish et al. (2018) who claimed that participants showed positive reference towards
Kahoot! supporting their learning as it helped them to recall previously covered learning
materials, further developed their comprehension, gave new insight, and eventually helped
to expand their knowledge. Similarly, An (2021) stated that gamified learning such as using
the Kahoot! platform was relevant to student learning.
The results from a t-test strongly suggested that no significant difference was
established between the genders in terms of the students’ attitudes and perceptions toward
the application of Kahoot! for academic purposes in a higher education setting. This finding
is similar to that reported by Chiang (2020), who found that college students showed similar
perceptions regarding learning with Kahoot! regardless of their gender. One possible reason
behind this finding is that both male and female students strongly agreed that Kahoot!
application in the higher education academic context helps enable the learning process to be
more interesting and fun, increases student motivation, and promotes better student
engagement both inside and outside of the classroom environment. However, the finding
also contradicts with that reported by Ismail and Mohammad (2017), who stated that male
tertiary students perceived to be more motivated to use Kahoot! as a tool for formative
evaluation and to assist them in knowledge retention when compared to their female peers.
In addition, several students in the current study highlighted certain disadvantages to
the use of Kahoot! in higher education. Most of the problems reported were due to issues of
Internet connectivity, whereby students were unable to actively participate in using Kahoot!
smoothly or effectively and thus affected their ability to respond to online quizzes. This
perceived drawback is similar to that reported in the findings of Tan et al. (2018), in which it
was highlighted that unstable Internet connections delayed students’ responses to quiz
items. Similarly, Chiang (2020) found that Internet connectivity and time were the main
causes of setbacks in using Kahoot!
However, the benefits that Kahoot! brought in learning outweigh its drawbacks, with
most students having agreed that their motivation to learn increased significantly as a result
of using Kahoot! and they showed positive attitudes toward using Kahoot! in their classroom
sessions.
6. CONCLUSION
The current research presents one of only a few studies that has examined game-
based learning in higher education for academic purposes in Malaysia. The study’s findings
revealed that game-based learning is important to motivate learners and promote better
student engagement. The findings in this study revealed the participant tertiary students to
hold a positive attitude toward the use of Kahoot! for academic purposes, and were in
strong agreement that it enhanced their learning development as it reinforced their
knowledge on topics previously learned. With regards to student gender, the study showed
that no significant difference was found in terms of the tertiary students’ attitude or
perceptions towards the use of Kahoot! The study also provided valuable insight on the use
of Kahoot! for academic purposes in which it can provide a practical, low-cost learning
application that lecturers and teachers can utilize so as to engage better with their students,
whilst at the same time reinforcing their learning.
It is worth noting that although the findings in the current study revealed an
interesting understanding on the effectiveness of using Kahoot! in learning sessions, the
findings cannot, however, be generalized to other tertiary student populations in Malaysia
DECLARATIONS
Author Contributions Mat Husin, M. Z.: Literature review, data analysis, writing, original
manuscript preparation. Azmuddin, R. A.: Methodology, data collection, data analysis,
review-editing, conceptualization. All authors have read and approved the published on the
final version of the article.
Conflicts of Interest The authors declare no conflict of interest.
Funding The authors received no financial support for the research, authorship and/or
publication of this article.
Ethical Approval All procedures were carried out in accordance with the ethical standards of
institutional and national research committees.
Data Availability Statement The data that support the findings of this study are available
from the corresponding author upon request.
Acknowledgements None.
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Ruhil Amal Azmuddin, Ph.D., is a senior lecturer at the Centre for Modern Languages,
Universiti Malaysia Pahang. She obtained her Doctorate at Universiti Kebangsaan Malaysia,
after completing her Master’s degree in Educational Studies (TESOL) from the University of
Newcastle, Australia, and a Ed (Hons.) in TESL from Universiti Teknologi MARA, Malaysia. Her
main research interests are reading in ESL, online reading, and technology-enhanced
language learning (TELL).
Email: ruhilamal@ump.edu.my
ORCID ID: http://orcid.org/0000-0001-6998-6099
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