Using Socrative SRS- Based Assessment to Improve EFL Reading Comprehension Skills of Online Texts for University Students and Their Engagement | ||||
| مجلة القراءة والمعرفة | ||||
| Volume 22, Issue 250, August 2022 PDF (1.03 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mrk.2022.260486 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Hoda Ali Ali* | ||||
| Abstract | ||||
| This study aimed to investigate the impact of using Socrative SRS- based assessment on enhancing EFL Business Administration students' reading comprehension skills and engagement. The participants of this study were (48) first-year Business Administration students at Ahram Canadian University. The study employed the quasi-experimental design using two equal groups randomly assigned to the treatment and control groups. To collect data, two instruments were developed and validated; an EFL reading comprehension skills test and an engagement scale. They were administered as a pre- post-test for both groups before and after the ten weeks of treatment. In this study, the researcher used the Socrative SRS- based assessment with the treatment group, while the control group followed their regular method of teaching reading comprehension. Results revealed that using Socrative SRS- based assessment effectively enhanced the treatment group's EFL reading comprehension skills and engagement. Therefore, Socrative can be regarded as a reliable instructional tool that should be incorporated into language learning programs at different educational stages. | ||||
| Keywords | ||||
| Socrative SRS- based Assessment; Online Texts; EFL Reading Comprehension Skills; Students' Engagement | ||||
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