الفهرس 
Chapter OneOnly 14 pages are availabe for public view
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Abstract
Despite the importance of electronic reading for EFL students, it is neglected in general and at university stage in particular. Therefore, the current study was an attempt to develop the EFL e-reading comprehension skills of the four year university stage students through interactive student response systems (SRS) or Socrative application. So, the researcher designed some instruments to help him measure the effect of SRS. He designed a questionnaire as a pre-requisite to identify the required e-reading comprehension sub-skills for 4th year university stage. After submitting it to jury members for determining its validity and suitability, the researcher designed an e-reading comprehension test according to the selected e-reading comprehension sub- skills.
Sixty students were selected from 4th year university stage, Faculty of Specific Education, Zagazig University. They were divided into two groups: an experimental group (30) that was taught through interactive student response systems (SRS) while the control group (30) that was taught through the regular instruction.The experiment was conducted during the first term of the university year (2022/2023).
The pre-test was given to both groups. The pre-test results revealed that both the two groups were equal while the post-test results showed that the experimental group outperformed the control group in the post administration of the test. Hence, it can be concluded that the interactive student response systems (SRS) had a real effectiveness in students’ e-reading comprehension skills.
5.2 Conclusions:
Based on the data obtained from the results of the e-reading comprehension skills test, the study findings indicated that the students’ mean scores on the e-reading comprehension skills post-test results were higher than those on the pre-test. This showed that there was an improvement in the students’ levels after they got treatment through using the interactive student response systems (SRS). This means that the interactive student response systems were effective in developing the fourth year university stage students’ e-reading comprehension skills.
Furthermore, it was also noticed that the students were motivated during the reading activities to participate in reading and hence they develop their e-reading comprehension skills. Not only do interactive student response systems (SRS) help students to develop their e-reading comprehension skills, but also they help them to work cooperatively and share their ideas. Moreover, the interactive student response systems as an attractive means of technology created a like-native environment to support students developing their e-reading comprehension skills. On other hand, the interactive student response systems (SRS) gave the participants the chance to be active learners who were responsible for their own learning experiences.
The student response systems also create a constructivist learning environment in which students construct their own knowledge and become independent learners. Teachers who involve their students in free electronic reading activities also find their own role logically and naturally changing. Rather than being the task master, their primary tasks are to mentor students, ensure that the electronic reading practice on Socrative application (SRS), is always on track, and promote students’ engagement without one individual dominating the meeting. They explain to their students how to read intensively, read for gist, compare and contrast ideas in a text, read for the main idea, make predictions, draw conclusions, and develop life-long learning strategies. They become co-learners as their students embark on a collection of sub-skills. Thus, the teacher’s role during adopting SRS is limited to that of an advisor, a mentor, a peer member of the group, a facilitator, and a consultant.
Improving students’ e-reading comprehension skills nowadays is not an easy job for teachers. The limitations of time and the obligation to accomplish some types of materials really inhibit teachers’ creativities. One effective way to resolve this problem is by providing e-reading extracurricular activities. Reading is one of the major elements of the English language that needs special attention and instruction. The collected results indicated that identification of learners’ needs that involves both student and instructors informants should be in the heart of educationists’ attention when planning English language e-reading courses to obtain a balanced view.
The Student Response System (SRS) was viewed as an effective instrument to develop students’ e-reading comprehension skills since they provided a relaxed learning environment void of fear or worry about making mistakes. This learning environment encouraged students’ participation, boosted self-confidence, prepared students for real-life topics and gave them opportunity to practice reading skill. Finally, the study opens up the opportunity for other researchers to explore the possible impact of student response systems, incorporating videos and other interactive components, allowing for diverse gender and broader geographic populations.