Assalamu'alaikum wr.wbHow are you friends? I wish you always health. 😊😉 I come back friends to write critical reading assignments in my blog. This time I will write about the introduction of an international journal related to reading, entitled "Technique efficacy when using a student response system in the reading classroom" from David Kent. David Kent is an Assistant Professor in the Endicott College of International Studies at Woosong University in the Republic of Korea. He provides teacher education through the Graduate School of TESOL-MALL, where he heads the program. His principal research focuses on revolving around digital language learning. E-mail: dbkent@wsu.ac.kr .
This journal discusses a study that aims to as an idea of learning and developing student language which is enhanced through classroom interaction, where SRS is used as a means to promote student involvement and to assess active learning outcomes at Korean universities, junior level, in EFL reading classes while doing Formative assessment activities based on textbooks through active learning methods and rely on techniques for utilizing teacher or peer interactions. In the study, this journal mentions several important aspects that we must know in this study, namely: the first is SRS Integration: the most significant implementation of SRS at tertiary level is via assessment, especially formative assessment (Espey & Brindle, 2010). Formative assessment is both integral and essential to the instructional process (Ketabi & Ketabi, 2014), and it can provide immediate feedback in guiding students with their learning. Yet to appropriately promote any aspects of communication or SRS-integrated classroom EFL, as well as student knowledge, attention, engagement and interaction, it is important to consider what kind of approach to use, what kind of SRS to employ, and how to do it. The second SRS system to employ is Plickers, in that it uses quick response (QR) paperbased and is deployable without the need for any student reliance on technology. The third is Classroom intraction techniques, traditional SRS-integration, pedagogically supported by the instructor, based on their responses. This technique also shows the conventional classroom initiation-response (teacher) feedback model, where teacher-student engagement and teacher-led discussion are primary.
I feel that there are enough journal introductions "Technique efficacy when using a student response system in the reading classroom", I will continue the other sections next week, thank you and sorry if I have a mistake 🙏🙏🙏🙏
