Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

Mobile devices have been used broadly as a means of enhancing learning in various fields. Literacy reading can be complex and difficult for English learner, 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 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 75 English-major students at a junior college in Taiwan. The findings revealed that students had positive attitude toward using an IRS in class, 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% 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.