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Abstract

This paper investigates the perspectives of Omani Foundation Program (FP) students studying English as a Second Language (ESL) in using Socrative as a post-reading activity. Teaching reading includes three stage: the pre-reading stage, in which the teacher introduces the lesson with an activity to integrate the students` interest, and the while-reading stage, in which the teacher focuses on scanning and skimming skills and asking students about the main ideas and details. Finally, the post-reading stage, in which the teacher`s focus is to ensure that students have understood the reading passage and grasped the author`s points of view. Socrative is an online tool that can be accessed using any browser that is connected to the internet. It is an interactive way to incorporate technology into the ESL classroom in which students can answer different types of questions using their devices. The study was employed quantitatively on (52) Omani FP ESL students in Dhofar University. The survey used in this paper explored the students` feedback using Socrative as a post-reading activity. The results revealed positive feedback from the students. The researcher recommends that Socrative should be used in teaching reading skills during the three stages. Furthermore, the researcher claims that further research needs to be conducted on using Socrative as a learning tool in the first and second stages of teaching reading skills. further research is needed to investigate the efficacy of Socrative in teaching other English skills such as grammar, vocabulary, and writing.

 

Keywords

Reading skills, Socrative, Omani Students, Technology, ESL classroom