Arab World English Journal (AWEJ) Volume 11. Number3  September 2020                               Pp. 372 -384
DOI: https://dx.doi.org/10.24093/awej/vol11no3.23

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Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms 

Ameera Saeed Alharbi
English Language Center, Umm Alqura University
Makkah, Saudi Arabia
English Language Institute, King Abdulaziz University
Jeddah, Saudi Arabia

Zilal Meccawy
English Language Institute, Kind Abdulaziz University
Jeddah, Saudi Arabia

 

 

Abstract:
As one of the most popular Online Student Response Systems (OSRSs), Socrative is defined as a web-based platform that can be accessed using any browser that is connected to the Internet (Mork, 2014).  In an attempt to guide EFL teachers on their journey towards transforming their traditional paper-based formative assessment into using electronic tools, this study seeks to present the expectations and attitudes of Saudi female learners towards the use of mobile-based formative assessment.  The study aims to investigate the attitudes of EFL learners towards the use of mobile-based tests in English classes using Socrative as a model for assessment.  For this purpose, 35 female students completed all three stages of the experiment; initial survey, Socrative quiz, post-experiment survey.  The participants are enrolled in one of the courses of English for Specific Purposes (ESP) offered by the Preparatory Year Program at a Saudi state university.  The findings of the study indicate that almost half of the participants preferred paper-based over mobile-based tests in the pre-experiment survey; after the experiment, however, the students changed their preferences in favor of mobile-based tests.  The study also highlighted different advantages, reported by the participants, of using Socrative as a tool for formative assessment in EFL classrooms.  The study recommends that teachers implement the use of (OSRSs) in their classrooms as they have many pedagogical benefits for language learners.
Keywords: EFL classroom formative assessment, mobile-based testing, paper-based testing, Socrative, Online Student Response Systems (OSRSs).

Cite as: Alharbi, A. S., & Meccawy, Z. (2020). Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms. Arab World English Journal11 (3) 372-384.
DOI: https://dx.doi.org/10.24093/awej/vol11no3.23 

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Ameera Saeed Alharbi is currently a lecturer at the English Language Center in Umm Alqura
University in Makkah, Saudi Arabia. She holds a Master’s Degree in English Literature and is
currently enrolled in a program for a second Master’s Degree in TESOL. Her research interests
Arab World English Journal (AWEJ) Volume 11. Number 3 September 2020
Introducing Socrative as a Tool for Formative Assessment Alharbi & Meccawy
include contemporary English fiction, e-learning, and technology in language teaching.
https://orcid.org/0000-0001-5617-9431