Gamification and digital tools in foreign/second language (L2) pedagogy received spotlight attention during the coronavirus pandemic, as educators sought to find ways to engage and motivate learners in online classes. Although the pandemic has ended, many lecturers still use Kahoot! and interactive live worksheets as tools to stimulate students’ interest and conduct formative assessments. Notwithstanding, studies in Jamaica and the wider Caribbean community (CARICOM) remain limited concerning the use of the aforementioned platforms. Consequently, this present research seeks to further bridge the data gap, by ascertaining students’ perceptions of Kahoot!, live worksheets, and YouTube videos in French online classes at the University of Technology, Jamaica. Fourteen undergraduate students (9M, 5F), between ages 17 and 35, who took a beginning French course, responded to a questionnaire after interacting with gamification and digital tools for more than five weeks in semester one of 2024. The instructor also gathered data through observation notes. Qualitative content analysis is used to analyse the data. Preliminary findings suggest that more students (N=9) were familiar with Kahoot!, compared to (N=12) who were new to live worksheets. Nonetheless, both tools present varying degrees of effectiveness in helping students learn French and be motivated. YouTube is considered very useful in the L2 classroom as well. Furthermore, Kahoot! and live worksheets help with the recall/reinforcement of application of information, including vocabulary and syntax development and cultural awareness. The study also provides limitations of Kahoot! and live worksheets and the role of the instructor when using these tools in L2 lessons.