Using Learner Response Systems in EFL Classrooms: Students’ Perspectives and Experience
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This study investigates students’ perspectives on Socrative, a learner response system for instant learner response, in 4-skills integrated EFL classes. The participants of the study consist of 114 college freshmen enrolled in a beginner level English course in an A university in Korea. They were given a questionnaire in two parts—in the beginning and at the end of the study to investigate interest at the onset and perspectives based on experience. The quantitative data was analyzed statistically, and qualitative responses were categorized into themes based on frequency. The main findings are as follows. First, the students were not interested in learning English initially. Second, students’ perspectives on Socrative were positive across the board. Third, they found the use of Socrative to be positive, particularly for ‘Increase Participation’, ‘Share Individual opinion’, and ‘Interact with Teacher’. Fourth, students preferred to use Socrative to check comprehension and to submit responses for speaking activities. Fifth, students considered instant interaction and hidden identity to be the strengths but having to use cellular data and lack of wi-fi strength and range were considered weaknesses in using a LRS in EFL classrooms. Based on the findings, recommendation for classroom use and further studies are provided.
Abstract
This study investigates students’ perspectives on Socrative, a learner response system for instant learner response, in 4-skills integrated EFL classes. The participants of the study consist of 114 college freshmen enrolled in a beginner level English course in an A university in Korea. They were given a questionnaire in two parts—in the beginning and at the end of the study to investigate interest at the onset and perspectives based on experience. The quantitative data was analyzed statistically, and qualitative responses were categorized into themes based on frequency. The main findings are as follows. First, the students were not interested in learning English initially. Second, students’ perspectives on Socrative were positive across the board. Third, they found the use of Socrative to be positive, particularly for ‘Increase Participation’, ‘Share Individual opinion’, and ‘Interact with Teacher’. Fourth, students preferred to use Socrative to check comprehension and to submit responses for speaking activities. Fifth, students considered instant interaction and hidden identity to be the strengths but having to use cellular data and lack of wi-fi strength and range were considered weaknesses in using a LRS in EFL classrooms. Based on the findings, recommendation for classroom use and further studies are provided.
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