Enhancing English Reading Comprehension Through Kahoot: A Qualitative Study in Colombian Secondary Education

Abstract

The teaching of English as a foreign language has become a central pillar of the Colombian educational system, particularly due to the demands of standardized assessments such as the ICFES Saber 11 examination. Reading comprehension represents one of the most challenging skills for secondary students, especially when assessed under time-pressured and standardized conditions. This qualitative study, framed within an experimentaldescriptive approach, explores the incidence of implementing digital workshops mediated by the Student Response System Kahoot on the development of English reading comprehension skills among eleventh-grade students at a private secondary school in Tunja, Colombia. Data were collected through participant observation, diagnostic tests, simulated standardized assessments, semi-structured interviews, and field journals. The intervention consisted of a series of structured Kahoot-based workshops aligned with the reading components evaluated in the Saber 11 English test. Findings reveal a positive incidence of Kahoot on students' reading comprehension performance, increased motivation, familiarity with standardized test formats, and strategic reading behaviors. Additionally, students reported improved confidence and engagement during reading tasks. The study concludes that Kahoot, when pedagogically integrated, functions not merely as a motivational tool but as an effective didactic resource for strengthening reading comprehension skills in English. Implications for teaching practice and future research on technology-mediated language learning are discussed.