Einas Albadawi – Socrative

App at Glance: Einas Albadawi Tarboush (SOCRATIVE)

What is Socrative? And what does it look like?

Socrative is a fun and effective formative assessment tool and game-based platform that facilitates interaction between students and teachers. Socrative helps teachers assess their students’ progress, and allows for an interactional space for an effective learning outcomes. Through Socrative, teachers can create quizzes (multiple choice, true and false, or short answers)“…to monitor and visualize student learning” (Nawalaniec, 2015, p. 236). A great feature of Socrative is being one of the “Computer-based tests […] compile the results and give a grade automatically, feeding the results back to the teacher”,(Walker & White, 2013, p.127).

Availability and Pricing:

It can be downloaded on any “…smart device that it is connected to the internet”(Kokina & Juras, 2017, p. 87).

It is free of charge, however, for more advanced features such as having mutiple rooms and more capacity, we need to upgrade it to Socrative PRO.


Socrative is not availave beyond classrooms’ walls since it requires students to enter their teachers’ room name. Also, comments and feedback on students’ performance is not available on Socrative. Thus, teachers, through the Redefinition stage of the SAMR model, can redesign their quizzes and incorporate other technology platfrom with Socrative. Even thgouht he free version of Socrative has multiple great featres, the PRO one includes much more advanced features that could add more to the dynamic classrooms.

Socrative Sturdents:

Students Do not have to create an account to use Socrative. All they have to do is enter the room code and their names. It is prefered that students use the same join-in names each time they use Socrative so ” that multiple records for the same student are not created” (Kokina & Juras, 2017, p. 88)

Socrative Teachers:

Socrative PRO features:


Exit Ticket in Socrative:

One of Socrative’s great features is the Exit Ticket where teachers can check for understanding, depth or superficial. Questions like: What did you learn in class today?, Jot down a few adjective you have learned today in class, explain when to use comma and semicolon, etc,. are examples of exit tickets teachers may use at the end of their class meeting.

Inserting Image into a quiz:

For multimodal interesting quizzes, teachers may leverage multiple resources at their disposal to make their formative assessment more fun, engaging, and effective. Inserting images into quizzes in Socrative is of the features they can utlize. Please see the following tutorial for clear instructions:

A Quick Tutorial:

A Detailed Tutorial :



Prior studies have examined students’ attitude towards integrating Socrative in classroom(Guarascio, Nemecek, & Zimmerman, 2017; Balta & Kaya, 2016). Results show that students value the use of Socrative as a tool that”… facilitat[s] a better environment for asking and receiving answers to classroom questions “Guarascio, Nemecek, & Zimmerman, 2017, p. 811). In the same vein, Socrative promotes collaborative leaing which in turn guarantees more desirable outcomes(Awedh, Mueen, Zafar, Manzoor, 2015).


Socrative under the SAMR Model:


At the Substitution stage (Puentendera, 2018), Socrative substitutes the traditional paper quizzes (multiple choice, short answers, and/or true and false) without any additional functional changes to the original task.

At the Augmentation stage, teachers moitor their students’ performance as they response. Teachers are able to see their students’ performance immediately and give feedback in real time. Also, for language learning, teachehers can incorporate an image or worldless picture stipe and ask students to create a short story. Teachers can show students their stories, pair them up, and ask them to peer review each other’s version or build on each other’s story. which adds a functional change that is not possible with the traditional paper quiz.

At the modification stage: Teachers can group students and engage them in a quiz through Space Race feature of Socrative to creat fun and competetive learning environment. Thus, a noticable functional change is noticed through this stage via Socrative. Without Socrative, the competetive feature is not possible through traditional paper quizes, however, the fun part of it through space race would not be possible.

An Example of a Space Race Quiz for Language Art class

At the redefinition stage, and by using multi-media resources, teachers may create fun and engaging quizzes and share it with other calsses and schools in real time and around the globe so students anywhere can interact and work on the quiz. Teachers can get the report of their students’ performance in real time. This activity would not be possible without Socrative.

Supportive Literature:

Integrating Socrative in classrooms in general and language learning in particular plays a crucial role because it gives students a valuable chance to practice their agency through their third space. Accordingly,”… students show agency in creating their own learning contexts” (van Lier, 2008 as cited in Hattem, 2014, p. 167). Also, the start vote feature is another way to support students’ agency by giving them the choice of their learning style and “…class-related decision”( Manning, Keiper, & Jenny, 2017, p. 49). By the same token, intensive research has been conducted on the advantages Socrative brings to classrooms. Findings show that it “…significantly effective in enhancing EFL learners’ vocabulary acquisition”(Waluyo, 2018, p. 119). Through the quizzes and collaborative work, students’ aquisition of vocabularies is enhanced because the tasks are situated with the Sociocultural theory of learning (SCT) which presses the importance of the environment and interaction in the learning process (Lave & Wenger, 1991).

The Start Vote Feature Tutorial:

Prior studies have shown the importance of integrating technology platforms in promoting learners’ self-agency. Socrative is one of these technological tools that proved to be effective in supporting students in general and language learning in particular because of the crucial role it plays in giving students a valuable chance to practice their agency through their third space. Accordingly,”… students show agency in creating their own learning contexts” (van Lier, 2008 as cited in Hattem, 2014, p. 167). By the same token, intensive research has shown that leveraging network-based gaming “…enhance[s] production of TL output and extensive practice in the four skills (peterson, 2018, p. 431). Thus, integrating the game feature in Socrative is“…significantly effective in enhancing EFL learners’ vocabulary acquisition”(Waluyo, 2018, p. 119). For example, implementing the interaction feature of Spac Race in Socrtaive is highly beneficial because it promotoes the integration of language modalities, group work, motivation, and competition.

Existing studies proved the socio-cultural nature of learning where learners are situated in the context and learn by doing and collaboration with others. Socrative encourages collaboration among students and poved to be an effectve platform for desired learning outcomes (Dervan, 2014; Awedh, Mueen, Zafar, & Manzoor, 2015). Through Socrative and specifically Space Race, students get into teams of two or more and work together to complete a quiz. That promotes motivation and lessen students’ anxiety level.

Existing literature have shown that language learning is enhanced via the use of technology tools. The potential synchronous computer-mediated communication (SCMC) has on L2 sociolinguistics, grammatical, strategic, discourse, and communicative competence (Sauro, 2011) is woth mentioning. Such sessions have great potentional because of the interactive nature they possess especially between L2 learners and native speakers, more expert students, and their teachers. Socrative is a great example of this.

Similar Apps:


Kahoot is an online game-based assessment and “…fun tool to get people back engaged and then the conversation afterwards is where the learning actually occurs”Licorish, Owen, Daniel, & George, 2018, p. 14). Kahoot resembles Socrative in a few aspects. First, both Socrative and Kahoot are engaging, competitive, and motivatinal platform that asess and support students’ performace in dynamic and fun approaches. Second, both Kahoot and Socrative are administered in real time and teachers have have a direct access to their students’ performance. Both Kahoot and Socrative can be designed to target language aspects and skills in fun and engaging ways.

For a quick demo about Kahoot, click here

For more information about Socrative and Kahoot, click here

And for more detailed video, please click here


Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2015). Using Socrative and Smartphones for the support of collaborative learning.

Dervan, P. (2014). Enhancing in-class student engagement using Socrative (an online student response system): A Report. The All Ireland Journal of Teaching and Learning in Higher Education, 6(3), 1801-1812.

Guarascio, A., Nemecek, B., & Zimmerman, D. (2017). Evaluation of students’ perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement. Currents in Pharmacy Teaching and Learning, 9(5), 808–812. https://doi.org/10.1016/j.cptl.2017.05.011

Hattem, D (2014) Microblogging activities: Language play and tool transformation. Language Learning and Technology 18(2): 151–174.

Kaya, A., & Balta, N. (2016). Taking Advantages of Technologies:Using the Socrative in English Language Teaching Classes. International Journal of Social Sciences & Educational Studies2(3), 4–12. Retrieved from https://doaj.org/article/732e8823e7744c428d398dcf19185eb3

Kokina, J., & Juras, P. (2017). Using Socrative to Enhance Instruction in an Accounting Classroom. Journal of Emerging Technologies in Accounting, 14(1), 85–97. https://doi.org/10.2308/jeta-51700

Licorish, S., Owen, H., Daniel, B., & George, J. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning13(1), 1–23. https://doi.org/10.1186/s41039-018-0078-8

Lave, J. & Etienne W. (1991). Situated learning. Legitimate Peripheral Participation.

Cambridge: University of Cambridge Press. ISBN: 0521423740 (pbk.)

Manning, R., Keiper, M., & Jenny, S. (2017). Pedagogical Innovations for the Millennial Sport Management Student: Socrative and Twitter. Sport Management Education Journal, 11(1), 45–54. https://doi.org/10.1123/smej.2016-0014

Nawalaniec, N. (2015). Socrative (Snowy release). Journal of the Medical Library Association,103(4), 236–239. https://doi.org/10.3163/1536-5050.103.4.020

Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439. doi:10.1080/09588221.2010.520673

Sauro, S. (2011). SCMC for SLA: A Research Synthesis. CALICO Journal28(2), 369–391. https://doi.org/10.11139/cj.28.2.369-391

Walker & White (2013). Technology Enhanced Language Learning: connection theory and practice. Cambridge University Press.

Waluyo, B. (2018). Promoting Self-Regulated Learning with Formative Assessment and the Use of Mobile App on Vocabulary Acquisition in Thailand. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 3(1), 105–124. https://doi.org/10.21093/ijeltal.v3i1.133

The Author Bio:

Einas Albadawi Tarboush is a second year PhD student in culture, literacy, and language at the University of Texas at San Antonio (UTSA). Einas used to work as an EFL teacher in Syria. After earning her master’s degree in teaching ESL from the UTSA, she worked at St. Mary’s University. She is currently working as a teaching assistant in Teacher Education Program at UTSA. Her research interests include language learning and the integration of refugees and newcomers into the U.S. school system.