Volume 10, Issue 2 August 2014, pp. 127–137
Benefits of using online student response systems in Japanese EFL classrooms
Online student response systems (OSRSs) are fast replacing classroom response systems (CRSs), also known as personal or audience response systems or “clickers.” OSRSs can more easily be implemented in the classroom because they are web-based and allow students to use any browser and device to do the “clicking” required to participate. Their main attribute is their ability to motivate and engage students, enhancing or even replacing more traditional teaching methodologies. Through the example of Socrative, a web-based platform that runs on any device with a web browser and Internet access, this paper explains several pedagogical and administrative benefits of employing an OSRS as a teaching tool, with special reference to Japanese EFL learners.
© Cathrine-Mette Mork
This work is licensed under a Creative Commons Attribution 4.0 International License.
Mork, C.-M. (2014). Benefits of using online student response systems in Japanese EFL classrooms. The JALT CALL Journal, 10(2), 127–137. https://doi.org/10.29140/jaltcall.v10n2.171
Insights from replication on the factors affecting task engagement in mobile-based learning activities
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 33–51.
Syntactical and lexical development in NNS-NNS Asynchronous CMC
The JALT CALL Journal Published: 31 December, 2005, Volume 1(3), 33–49.
Investigating an intelligent system for vocabulary learning through reading
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 259–274.
Review of Developing writing skills for IELTS: A research-based approach
Australian Journal of Applied Linguistics Published: 28 April, 2021, Volume 4(1), 34–36.
Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis, Sachiyo Sekiguchi
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 3–20.
Encouraging autonomy through the use of a social networking system
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80.
Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
Hussein Meihami, Rajab Esfandiari
The JALT CALL Journal Published: 25 August, 2021, Volume 17(2), 135–157.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Díaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.