Earticle

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.

이 연구는 학습자 응답 시스템 (LRS)인 Socrative가 영어 어휘수업에 사용될 때 영어 어휘력을 향상시키는 효과가 있는지를 조사하였다. 321 명의 대학생이 실험그룹(172명)과 통제그룹 (149)으로 나누어져서 6주간 어휘학습을 받았다. 실험 그룹은 Socrative를 사용하여 어휘수업을 진행했고 통제그룹은 Socrative를 사용하지 않고 수업을 진행하였다. 두 그룹 모두 연구기간동안 2회의 어휘 성취도 테스트를 받았으며 7 주차에는 사후 어휘 테스트를 받았다. 연구 기간 동안 수행 된 첫 번째 어휘 성취도 테스트에서 실험 그룹의 성적은 통제그룹의 성적보다 유의하게 높았다. 두 번째 어휘 성취도 테스트에서는 두 그룹간 성적의 유의한 차이는 없었다. 7주차에 실시된 사후 테스트에서 실험그룹의 성적은 통제그룹의 성적보다 유의하게 높았다. 7 주차에 실험 그룹은 어휘 수업에서 Socrative의 사용에 대한 만족도를 묻는 설문 조사도 받았으며, 그 효과에 대해 긍정적인 의견을 주었다. 이 연구는 학습자 반응 시스템 인 Socrative가 영어 어휘력 향상에 긍정적 인 영향을 미친다는 것을 보여주었다.

This study investigated the effects of Socrative, a Learner Response System(LRS) on improving English vocabulary when it was used in a English language lesson. 321 college students were divided into an experimental group(172) and a control group(149). The experimental group received a 6-week vocabulary lesson using Socrative and the control group without using Socrative. Both groups received two vocabulary achievement tests during the study period and a post-vocabulary test on the 7th week. In the first vocabulary achievement test conducted during the study period, the performance of the experimental group was significantly higher than that of the control group. There was no significant difference between the groups in the second achievement test. In the post test, the experimental group's performance was significantly higher than that of the control group. On the 7th week, a survey was conducted on the experimental group asking how much they were satisfied with the use of Socrative in the vocabulary lesson, with the result of positive feedback on its effects. This study showed that the learner response system, Socrative had a positive effect on improving English vocabulary.

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 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 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.

본 연구는 소크라티브 앱을 활용한 플립러닝 교수법이 간호대학생의 학업적 자기효능감, 자기주도학습 및 비판적 사고성향에 미치는 효과를 검증하기 위한 단일군 전·후 설계 연구이다. 연구 대상은 G시 소재 일개 대학 간호학과 3학년 학생 중 성인간호학 교과목을 수강한 32명이었다. 자료 수집은 2023년 3월 2일부터 4월 21일까지 진행되었으며, 플립러닝 교수법 적용 전·후에 자가보고식 설문을 통해 이루어졌다. 수집된 자료는 SPSS/WIN 23.0 프로그램을 이용하여 분석하였다. 간호대학생의 학업적 자기효능감, 자기주도학습 및 비판적 사고성향의 수준은 평균과 표준편차로 산출하였으며, 플립러닝 교수법 적용 전·후의 차이는 대응표본 t-검정을 통해 분석하였다. 연구 결과, 학업적 자기효능감은 2.99±0.21점에서 3.10±0.28점으로, 자기주도학습은 3.41±0.40점에서 3.64±0.41점으로, 비판적 사고성향은 3.44±0.49점에서 3.63±0.53점으로 증가하였다. 또한 플립러닝 교수법 적용 전·후 학업적 자기효능감(t = -2.27, p = .030), 자기주도학습(t = -3.61, p = .005), 비판적 사고성향 (t = -2.23, p = .033)이 통계적으로 유의한 차이가 있는 것으로 나타났다. 결론적으로, 소크라티브 앱을 활용한 플립러닝 교수법은 간호대학생의 학업적 자기효능감, 자기주도학습 및 비판적 사고성향을 향상시키는 데 효과적인 교수법으로 확인되었다. 향후 다양한 교과목에 적용하여 그 효과를 반복적으로 검증할 필요가 있다.

This study aimed to examine the effects of a flipped learning approach using the Socrative application on academic self-efficacy, self-directed learning, and critical thinking disposition among nursing students. A one-group pretest?posttest design was employed. The participants were 32 third-year nursing students enrolled in an adult nursing course at a university located in G city. Data were collected from March 2 to April 21, 2023, using self-reported questionnaires administered before and after the implementation of the flipped learning intervention. The collected data were analyzed using SPSS/WIN version 23.0. Descriptive statistics, including means and standard deviations, were used to assess levels of academic self-efficacy, self-directed learning, and critical thinking disposition. Paired t-tests were conducted to examine differences before and after the intervention. The results showed that academic self-efficacy increased from 2.99±0.21 to 3.10±0.28, self-directed learning from 3.41±0.40 to 3.64±0.41, and critical thinking disposition from 3.44±0.49 to 3.63±0.53. Significant improvements were found in academic self-efficacy (t = -2.27, p = .030), self-directed learning (t = -3.61, p = .005), and critical thinking disposition (t = -2.23, p = .033) after the intervention. In conclusion, the flipped learning approach using the Socrative application was found to be an effective teaching method for enhancing academic self-efficacy, self-directed learning, and critical thinking disposition among nursing students. Further studies are recommended to validate its effectiveness across various courses.