Effects of Using Socrative on Speaking and Listening Performance of EFL University Students
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The aim of the study is to investigate the impact of a learner response system (LRS), Socrative, in promoting learners’ performance when implemented for communicative activities. The main reason of using Socrative was to increase students’ engagement and interaction with others in order to fully comprehend the content of the learning material. The participants of the study were 44 university students who were divided into two different groups. A control group used a traditional method, and an experimental group used Socrative for interacting with one another in class activities. Both groups took the TOEIC test as a pre-test for speaking and listening. They went through the same procedures with the exception of an experimental group using a mobile application. Thereafter, the same test was given as a post-test. Significant differences in learning gains were found within each group. Moreover, there were statistical differences between the two groups in terms of speaking, but not in listening performance. Surveys were conducted in order to reveal the participants’ attitudes towards English language learning. By employing factor analysis, detailed results of surveys demonstrated various perceptions of the participants’ use of Socrative. Pedagogical implications are proposed based on the findings of this study.
Abstract
The aim of the study is to investigate the impact of a learner response system (LRS), Socrative, in promoting learners’ performance when implemented for communicative activities. The main reason of using Socrative was to increase students’ engagement and interaction with others in order to fully comprehend the content of the learning material. The participants of the study were 44 university students who were divided into two different groups. A control group used a traditional method, and an experimental group used Socrative for interacting with one another in class activities. Both groups took the TOEIC test as a pre-test for speaking and listening. They went through the same procedures with the exception of an experimental group using a mobile application. Thereafter, the same test was given as a post-test. Significant differences in learning gains were found within each group. Moreover, there were statistical differences between the two groups in terms of speaking, but not in listening performance. Surveys were conducted in order to reveal the participants’ attitudes towards English language learning. By employing factor analysis, detailed results of surveys demonstrated various perceptions of the participants’ use of Socrative. Pedagogical implications are proposed based on the findings of this study.
참고문헌 (40)
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