Using a Student Response System (Socrative) as a Pre-Reading Method in an EFL Reading Environment

차윤정 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

The purpose of this study is to explore whether a student response system (SRS), Socrative, can be effective in supporting students’ reading comprehension when applied at the pre-reading phase. The purpose of utilizing Socrative was to enhance participation and promote collaboration among learners when they interact with one another in order to discuss their background knowledge of the reading passage. The 81 participants were comprised of undergraduate students from Gyeonggi province. They were assigned to two different groups, an experimental group using Socrative, and a control group without Socrative. The participants took the pre-test prior to performing the pre-reading activities. Then, both groups went through identical pre-reading activities with the exception being that one group used Socrative. After the pre-reading activities, a post-test was conducted in order to examine the learning gains. There was a significant difference found within the group using Socrative from the pre- to the post-tests; however, no significant difference was found between the two groups (Socrative versus non-Socrative). Participants’ perspectives on using Socrative were reported using both questionnaires and interviews. Participants showed a positive attitude toward using Socrative for reading classes. Pedagogical implications and futures studies were suggested based on the findings of this study.

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

Nur Lailatur Rofiah,Budi Waluyo 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3

Despite the growing interest in using online quizzes with Student Response System (SRS) for assessment, knowledge and empirical evidence about learner acceptance and risk of cheating are still limited in the literature. Hence, to address such gaps, this study explored Thai EFL learner acceptance and perceived risk of cheating of using Socrative for vocabulary tests. The participants (N = 461, 77.4% female, 22.6% male) attended a General English (GE) course that required them to learn fifty English words every week. The vocabulary tests took place in the first ten minutes of the class for ten weeks delivered by using Socrative. At the end of the course, this study investigated learner acceptance and perceived risk of cheating using a set of survey constructed based on Davis (1989) and collected the data of vocabulary learning outcomes and proficiency levels. The data were, then, analysed by using independent t-test, correlation, and multiple regression analyses. The results indicated Thai EFL learner acceptance of Socrative with the risk of cheating during vocabulary tests. Learner acceptance was influenced by proficiency level and predicted a small amount of learning outcomes. These results have some implications for instructional course designs adopting online quizzes for testing.

Effects of Using Socrative on Speaking and Listening Performance of EFL University Students

김혜숙,차윤정 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.2

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.

The Use of Socrative and Kahoot! in English Grammar

( Hea-suk Kim ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.4

The purpose of the present study was is to investigate the effectiveness of using student response systems (SRS) on grammar learning for college students and their perspectives on the treatment. Seventy-five freshmen enrolled in a required course in the spring semester of 2018 underwent English grammar learning with or without the student response system, Socrative and Kahoot! for one semester. Pre- and post-test structures were conducted, and all the data included in the two surveys were analyzed after the experiment. The results revealed that there were significant differences between the pre- and post-tests in all three groups. Concerning the effects of using SRS, no significant differences were found between the non-SRS group and the two SRS groups in terms of learning grammar. However, a favorable perception of the integration of the student response systems in grammar learning was found according to the qualitative analysis. The perceived advantages and disadvantages of SRS on mobile devices were also discussed. It can be concluded that employing SRS such as Kahoot! and Socrative is effective in improving learners' participation and interests, and it motivates students to learn grammar. Pedagogical implications and future studies will be discussed.

The Use of Socrative and Kahoot! in English Grammar

김혜숙 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.4

The purpose of the present study was is to investigate the effectiveness of using student response systems (SRS) on grammar learning for college students and their perspectives on the treatment. Seventy-five freshmen enrolled in a required course in the spring semester of 2018 underwent English grammar learning with or without the student response system, Socrative and Kahoot! for one semester. Pre- and post-test structures were conducted, and all the data included in the two surveys were analyzed after the experiment. The results revealed that there were significant differences between the pre- and post-tests in all three groups. Concerning the effects of using SRS, no significant differences were found between the non-SRS group and the two SRS groups in terms of learning grammar. However, a favorable perception of the integration of the student response systems in grammar learning was found according to the qualitative analysis. The perceived advantages and disadvantages of SRS on mobile devices were also discussed. It can be concluded that employing SRS such as Kahoot! and Socrative is effective in improving learners' participation and interests, and it motivates students to learn grammar. Pedagogical implications and future studies will be discussed.

사이버대학 영어 수업에서 스마트 앱을 활용한 혼합 교수,학습 방안 설계와 효과성 비교

김희진 ( Hi Jean Kim ),허광 ( Kwang Hur ) 한국멀티미디어언어교육학회 2016 멀티미디어 언어교육 Vol.19 No.1

Building on the extensive studies of the benefits of smartphone applications in English education, this research examined three types of smartphone apps, KakaoTalk, Naver Band, and Socrative, in e-learning environments. We compared the effectiveness of each smartphone app on both cognitive and affective development in the vocabulary learning of cyber university students. Fifty students enrolled in an e-learning class were divided into three groups, one for each app, and were given seven sets of vocabulary quizzes via their respective apps for three weeks. The findings of this study suggest that the group that used Band showed the highest improvement in their vocabulary performance, followed by Socrative and KakaoTalk. All three groups showed positive satisfaction, interest, and attitude towards blended learning (e-learning+smart learning) using the apps. With regards to affective domains, i.e., students’ satisfaction, the highest result was found in the Socrative group, followed by KakaoTalk and Band. Another affective domain, students’ interest, showed a different result. KakaoTalk showed the highest result, followed by Socrative and Band. These outcomes reflect the distinctive features of these three different mediums. Based on these research findings, this smart learning designed to overcome the limitations of “one-way” e-learning has significant pedagogical implications for future cyber higher education.

Examining Korean EFL Learners’ Reactions Using Audience Response Systems in Vocabulary Learning

( So-hee Kim ) 글로벌영어교육학회 2021 Studies in English education Vol.26 No.4

Developing technology provides more learning opportunities than ever before to support a game training environment for language education. It can enhance language experience for learners in constructing knowledge to acquire language through gamified audience response systems. Considering vocabulary is a critical component of English language learning, it is vital to find effective ways of incorporating technology into learning. More importantly, understanding language learners’ reactions are a crucial factor for positive learning effects as they lead to effective teaching strategies. Thus, this study examined 244 Korean EFL university learners’ reactions towards three gamified response programs―Socrative, Kahoot, and Quizlet―in vocabulary learning. Participants joined eight game activities, consisting of five activities for individual play and three for group play. This study also introduced how an instructor can create game activities and how language learners interact through three audio response systems (ARS) with free-to-play web browser games. The results showed that most participants responded positively to using gamified ARS programs, and the participants who were of a higher English level preferred to use game learning slightly more. In addition, all participants showed different attitudes for their preferred ARS program and the game activities for both individual and group play.

일본어 수업에서 상호작용 활성화 방안 모색 ― 한국인의 문화적 자기관을 고려하여 ―

金泰姫 ( Kim Tae-hee ) 한국일어교육학회 2022 일본어교육연구 Vol.- No.61

본 연구는 수업에 임하는 학습자 입장에서 상호작용 과정에서 겪는 심리적 어려움에 착목하여 진행하였다. 먼저 학습자의 마음을 이해하기 위하여 문화심리학의 주체성 자기, 상호협조적 자기라는 개념에 대해 고찰하였다. 고찰을 통하여 한국인이 가진 주체성은 주변 인물들과의 조화로운 관계가 보장되지 않는 환경에서는 발현되기 어려운 성격이라는 것을 알 수 있었다. 일면 적극성이 결여된 모습으로 비추어지는 한국인 학습자가 가진 문화심리적 요인을 상호협조적 자기관의 개념으로 이해하고, 자신의 질문이나 의견 개진이 동료학습자와 조화를 깨뜨리는 행위가 되지 않는다는 시그널을 느끼도록 교수-학습 환경을 조성해보기로 하였다. 이에 따라 두 가지 수업 방안을 모색하였는데, 첫 번째는 소크라티브라는 교육용 어플을 활용하여 교수자-학습자 상호작용 활성화를 시도한 수업①과 수업②이다, 두 번째는 발표수업에서 토론자를 지정함으로써 적절한 강제성을 통해 학습자-학습자 상호작용 활성화를 시도한 수업③이다. 수업①과 수업②의 학습자 의견을 통해 소크라티브 활용이 자신의 질문이나 의견 개진이 동료학습자와 관계의 균형을 깨트리지 않는다는 시그널로 기능했다는 것을 알 수 있었다. 또한, 수업③의 학습자 의견을 통해 주체성 자기가 상호협조적 자기에 갇히지 않고 발현되는 환경으로 기능했다는 것을 알 수 있었다. This study was conducted focusing on the psychological difficulties experienced during the interaction process from the learner's point of view. In order to understand the mind of the learner, I examined the concepts of the subjective self and the interdependent self in cultural psychology. Through my research, I found that the subjectivity of Koreans is difficult to develop in an environment where harmonious relationships with people around them are not guaranteed. The lack of activeness can be understood as the concept of the interdependent self. Learners need a signal that their questions or comments are not disruptive to their peers. In accordance with this recognition, I sought two teaching methods. The first is a class using an educational application called ‘Socrative’. These are Class ① and Class ②, which attempted to activate teacher-learner interaction. The second is a class in which a panelist is designated for presentation. This is a class ③ that attempts to activate learner-learner interaction through appropriate coercion.

그림을 접목시킨 소셜 네트워크 서비스 어플리케이션 활용이 고등학생의 영어 어휘력, 정의적 영역, 그리고 모바일 학습 형태에 미치는 영향

이가영 한국언어과학회 2018 언어과학 Vol.25 No.3

소크라테스 재판의 재구성 -예비적 연구 1 -재판관련문헌의 역사성-

박정관 ( Jeung Gwan Bag ) 안암법학회 2011 안암 법학 Vol.0 No.34

Socrates was tried and executed by an Athenian Court in B.C. 399. Ever since, the trial of Socrates was an continuously inspiring thema for most intellectuals including philosophers and historians. Why was he convicted? Was he actually guilty or innocent(in legal or philosophical sense)? Socrates was found guilty, but his hubris defense caused the jurors to sentence him to death: judicial suicide rather than judicial killing. The aim of my study is to reconstruct the trial of Socrates in legal and historical contexts. There is the changing ideological explanation of the contexts of Socrates` trial. First in this paper I will discuss the historicity of the Socratic sources. As well known, Socrates wrote nothing, but we have many Socratic dialogues delivered by his disciples. As for the trial of Socrates we have three reliable sources of documents. The value of Plato`s and Xenophon`s writings about Socrates has been disputed since 19th century as a historical source for the philosophy of Socrates. Many believes that Plato`s Apology provides a accurate historical Socrates than his other dialogues. Xenophon`s philosophical inability provides rather than prevents a solid evidence for the attempt at reconstructing of trial of Socrates. Aristophanes` Clouds offers also a reliable historical source, because it was published during Socrates` life-time. But he describes Socrates as a natural philosopher and sophist. The plausible interpretation is, Clouds provides authentic portrait of the historical Socrates in his mid-life.