Thinking and Educational Technology in EFL Classrooms

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  • Title: Thinking and Educational Technology in EFL Classrooms: Effects on Students’ Reading Comprehension and Engagement
  • Author(s): Yen-ju Hou
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Literacies
  • Keywords: Reading Comprehension, Interactive Response System, Questioning Strategies, Computer/Mobile Assisted Learning, EFL
  • Volume: 26
  • Issue: 2
  • Year: 2019
  • ISSN: 2327-0136 (Print)
  • ISSN: 2327-266X (Online)
  • DOI: https://doi.org/10.18848/2327-0136/CGP/v26i02/19-34
  • Citation: Hou, Yen-ju . 2019. "Thinking and Educational Technology in EFL Classrooms: Effects on Students’ Reading Comprehension and Engagement." The International Journal of Literacies 26 (2): 19-34. doi:10.18848/2327-0136/CGP/v26i02/19-34.
  • Extent: 16 pages

Abstract

Mobile devices have been used broadly as a means of enhancing learning in various fields. In English-learning classes, literacy reading can be complex and difficult for English learners and may reduce their interest in reading and reflecting on the materials. Thus, this study aimed to explore the effect of integrating questioning strategies using an interactive response system (IRS), such as Kahoot! and Socrative, into English reading courses on the development of English as a Foreign Language (EFL) learners’ motivation and reading comprehension among junior college students. Students’ attitudes toward questioning strategies and IRS were also discussed by quantitatively analyzing the surveys completed by seventy-five English-major students at a junior college in Taiwan. The findings revealed that students favored the game-based IRS in learning, which was found to be relevant to their English proficiency levels. The results indicated that most students’ reading comprehension was enhanced significantly after using questioning and an IRS. Relative to Kahoot!, all students completed their responses within the given time, and 76 percent of students stated that answering questions at their own speed using Socrative was less stressful. In addition, although most students showed positive and favorable attitudes toward the use of Kahoot! and Socrative, some of them reported unfamiliar or unfavorable attitudes toward using mobile phones to provide responses. Pedagogical implications are provided as well.