Using Mobile-Based Slido for Effective Management of a University English Reading Class
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The potential of Slido―an online platform with which the teacher can get a voice from his or her students― for effective management of foreign language classrooms motivated this study. 110 students at a university in South Korea experienced six weeks of Slido activities in which they were asked to present questions and key words through Slido after reading authentic passages within a limited time. A survey of written questionnaires was used for data collection, which included general questions about students’ perceptions on the use of Slido in class as well as its effects on their participation, comprehension, and motivation. The results suggest that Slido was effective, leading to students’ active participation, better comprehension, and higher motivation. The anonymous and spontaneous nature of Slido enabled students to present their questions with little hesitation for instant feedback from the teacher and share their ideas with other classmates in the form of real-time word clouds. Slido was considered the most ideal form to trigger students’ questions among the given choices although it has both positive and negative aspects. Implications are suggested based on the findings of the current study, and several limitations as well as a suggestion for further study are presented.
Abstract
The potential of Slido―an online platform with which the teacher can get a voice from his or her students― for effective management of foreign language classrooms motivated this study. 110 students at a university in South Korea experienced six weeks of Slido activities in which they were asked to present questions and key words through Slido after reading authentic passages within a limited time. A survey of written questionnaires was used for data collection, which included general questions about students’ perceptions on the use of Slido in class as well as its effects on their participation, comprehension, and motivation. The results suggest that Slido was effective, leading to students’ active participation, better comprehension, and higher motivation. The anonymous and spontaneous nature of Slido enabled students to present their questions with little hesitation for instant feedback from the teacher and share their ideas with other classmates in the form of real-time word clouds. Slido was considered the most ideal form to trigger students’ questions among the given choices although it has both positive and negative aspects. Implications are suggested based on the findings of the current study, and several limitations as well as a suggestion for further study are presented.
참고문헌 (32)
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