Articles de revues : « Socratisme »

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Tirvaudey, Robert. "Anti-socratisme et anti-métaphysique chez Nietzsche." L’enseignement philosophique 61e Année, no. 2 (2011): 12–41. http://dx.doi.org/10.3917/eph.612.0012.

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Renaud, François. "La connaissance de soi dans l’Alcibiade majeur et le commentaire d’Olympiodore." Articles spéciaux 65, no. 2 (2009): 363–78. http://dx.doi.org/10.7202/038407ar.

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Résumé L’authenticité de l’Alcibiade majeur est depuis le xixe siècle souvent remise en cause ; on y voit notamment un mélange incongru de socratisme et de platonisme. Inséparable du débat sur l’authenticité du dialogue, l’étude du passage clé sur la connaissance de soi (127e-133c, en particulier 132c-133c) est confrontée à deux interprétations opposées, habituellement estimées irréconciliables, soit les lectures théocentrique et anthropocentrique. Le commentaire d’Olympiodore a le mérite d’unir habilement, à la lumière du contexte dramatique, les dimensions « érotique » et « démonique » des activités pédagogiques de Socrate et par là de concilier ces deux lectures.

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Lecuit, Jean-Baptiste. "Le lien paradoxal entre connaissance de soi et relation à Dieu. Actualité du « socratisme chrétien »." Teresianum 69, no. 2 (2018): 313–43. http://dx.doi.org/10.1484/j.ter.5.116705.

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Duhamel, Jérémie. "Le socratisme de Montaigne, Thierry Gontier et Suzel Mayer (dir.), Éditions Classiques Garnier, Paris, 2010, 397 pages." Canadian Journal of Political Science 44, no. 3 (2011): 733–37. http://dx.doi.org/10.1017/s0008423911000576.

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Swinkels, J. A. "Evidence Based psychiatrie in de algemene praktijk." Acta Neuropsychiatrica 10, no. 4 (1998): 3–4. http://dx.doi.org/10.1017/s0924270800036474.

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‘Klinische ervaring is onmisbaar, maar verraderlijk’, Stelde de Amsterdamse psychiater dr J.A. Swinkels in zijn inleiding over ‘evidence based’ psychiatrie (EBP). Hij typeerde de houding van de moderne psychiater als ‘socratisch’: voortdurend worden vragen gesteld, waarbij men niet te snel tevreden is met een antwoord. De oude denkwijze noemde hij ‘hippocratisch’: op autoriteit en klinische ervaring gebaseerd, met een overschatting van de inzichten in de Pathogenese. Hij hield een warm pleidooi voor de socratische houding, waarbij hij de inhoudelijke, pragmatische en emotionele bezwaren tegen EBP niet uit de wegging.

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Nikula, Antti. "Workshop: iPads in Upper Secondary School Chemistry Education." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (2014): 135–39. http://dx.doi.org/10.31129/lumat.v2i2.1063.

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At the workshop arranged at the National Days of Chemical Education the participants had an opportunity to try out various Ipad apps and methods for utilizing them in chemistry education. The themes were based on the apps used during chemistry teacher education course arranged by the department of chemistry and methods developed on the teacher training school at the University of Jyväskylä. The apps used included Socrative Student, Google Drive, Graphical Analysis, ChemDoodle ja QR-reader. Out of these Socratice, which collects students answers to questions created by the teacher, was considered easy-to-use and the most useful by the participants. The participants also felt, that the workshop had improved their image of IPads as learning tools.

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Orwin, Clifford. "Rousseau's Socratism." Journal of Politics 60, no. 1 (1998): 174–87. http://dx.doi.org/10.2307/2648006.

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Merrill, Thomas. "Hume's Socratism." Review of Politics 77, no. 1 (2015): 23–45. http://dx.doi.org/10.1017/s0034670514000825.

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AbstractHume's famous “Conclusion” to Book I of the Treatise of Human Nature has been an enduring source of interest and controversy to scholars, with some going so far as to argue that the Treatise is inconsistent. Yet in the opening pages of the book Hume makes an odd, rarely noticed allusion to Socrates that helps explain the “Conclusion.” This article argues that the “Conclusion” is Hume's version of calling philosophy down from the heavens, establishing it in the cities, and compelling to inquire into morality and human affairs. Recognizing Hume's Socratic allusion focuses our attention on the centrality of moral and political topics to his mature thought and sheds light on the character of his skepticism. Far from being a confession of despair, Hume's skeptical crisis is an argument for a new conception of philosophy that takes self-knowledge as the indispensable condition of philosophizing about anything.

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Dionne, Valerie. "Thierry Gontier and Suzel Mayer, eds. Le Socratisme de Montaigne. Études montaignistes 58. Paris: Éditions Classiques Garnier, 2010. 398 pp. index. illus. bibl. €49. ISBN: 978–2–8124–0181–7." Renaissance Quarterly 64, no. 3 (2011): 942–43. http://dx.doi.org/10.1086/662894.

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Miller, Kimberly. "Socrative." Charleston Advisor 15, no. 4 (2014): 42–45. http://dx.doi.org/10.5260/chara.15.4.42.

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Flynn, Molly Brigid. "Socratism as a Vocation." Society 54, no. 1 (2017): 64–68. http://dx.doi.org/10.1007/s12115-016-0101-x.

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Bouchard, Denis. "L’ironie socratique." Laval théologique et philosophique 57, no. 2 (2001): 277. http://dx.doi.org/10.7202/401351ar.

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Appelo, Martin, and Kees Van de Hoogduin. "Socratisch Motiveren." Dth 23, no. 2 (2003): 82–88. http://dx.doi.org/10.1007/bf03060309.

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. "Socratisch motiveren." Tijdschrift voor praktijkondersteuning 3, no. 1 (2008): 30. http://dx.doi.org/10.1007/bf03086425.

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. "Socratisch motiveren." Huisarts en Wetenschap 51, no. 3 (2008): 158. http://dx.doi.org/10.1007/bf03086701.

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Hoogduin, Kees. "Over socratisch motiveren." Directieve therapie 28, no. 4 (2008): 287–91. http://dx.doi.org/10.1007/bf03076449.

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Nawalaniec, Nicole. "Socrative (Snowy release)." Journal of the Medical Library Association : JMLA 103, no. 4 (2015): 236–39. http://dx.doi.org/10.3163/1536-5050.103.4.020.

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Manetti, Gianozzo. "Lives of Socrates and Seneca." Philosophy. Journal of the Higher School of Economics IV, no. 1 (2020): 229–90. http://dx.doi.org/10.17323/2587-8719-2020-1-229-290.

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Dorion, Louis-André. "Aristote et l'elenchos socratique." Les Études philosophiques 99, no. 4 (2011): 563. http://dx.doi.org/10.3917/leph.114.0563.

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Pomarès, Audrey. "Jan Patočka. L’enseignement socratique." L’enseignement philosophique 70e Année, no. 4 (2020): 33–37. http://dx.doi.org/10.3917/eph.704.0033.

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Araújo, Fabíola Menezes, and Micael Silva. "A Doença de Sócrates, ou a Doença Sócrates? Nietzsche entre Instinto e Razão." Revista Portuguesa de Filosofia 77, no. 1 (2021): 297–324. http://dx.doi.org/10.17990/rpf/2021_77_1_0297.

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“Socratism despises instinct and, with it, art. It denies wisdom just where it is in its most proper reign”. With this quote from The Dionysian world’s view Nietzsche shows up how he takes the philosophy’s most emblematic figure since the phylosophy’s birth in a duel. Nietzsche starred a duel with Socrates, or rather with what his represents in the course of Western thought. Nietzsche will regard Socrates as a kind of philosopher-antipode that will be present in early Nietzschean’s writings to the later works. The term ‘socratism’ encompasses a number of consequences not exactly to Socrates’s philosophy, but to the way within the German philosopher considers the master of Plato legacy’s as a cultural degeneration to what is here called Socrates’s sickness, other the sickness that is Socrates. Our intention here is to put in question this legacy. To overcome the metaphysics where the socratism as a disease takes place, our author calls the tragic.

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Afrizal, Johari, Arimuliani Ahmad, and Aini Safitri. "Students’ Perception of Using Socrative in Learning Grammar at the English Study Program of FKIP UIR: A Case Study at the Second Year Students." J-SHMIC : Journal of English for Academic 7, no. 2 (2020): 31–40. http://dx.doi.org/10.25299/jshmic.2020.vol7(2).5289.

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The main objective of this study is to identify students' perceptions of the implementation of socrative learning grammar. The second-year students of the English Department of FKIP UIR in the academic year 2018/2019 were the objects of this research. Questionnaires and interviews as a tool to collect data for this study. The questionnaire was adapted from the TAM theory (David, Bagozzi & Warshaw, 1989) which included 20 closed questions relating to the perceived usefulness and perceived ease of use of using socrative in learning grammar. The data in this study was analyzed using quantitative and qualitative analysis. While data from the interview were transcribed. The results of this study indicated that students have positive perceptions about the use of socrative. The results of this study also proved that students have a positive view of the use of socrative in learning grammar. This means that they accept the use of socrative in the learning process

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Suci, Dewi Nur. "REVEALING EFL STUDENTS’ RESPONSES ON THE USE OF SOCRATIVE IN READING ACTIVITY." Abjadia 5, no. 2 (2020): 122–31. http://dx.doi.org/10.18860/abj.v5i2.10849.

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Industrial Revolution (IR) 4.0 has influenced practice of English Foreign Language (EFL) instruction. One of which is through the deployment of Socrative as the technology integration to enhance the students’ skills of listening, reading, writing and speaking. This paper was aimed at elaborating the use of Socrative in English academic reading classrooms done by students in university level. The students’ responses on their experiences when utilizing this application were revealed. The results exemplified that students used Socrative for reading activities. By collecting the students’ opinions on Socrative via a survey, it was found out that the students could enrich their vocabulary because they employed a reading strategy that should be implemented by them, such as noting difficult word(s), and looking for the meaning in dictionary. In another side, the students argued that this online application had a lack of aspect in a reading course. Further, recommendations on the practice of Socrative in EFL classroom are discussed.

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Mouze, Létitia. "Les effets du logos socratique." Les Cahiers philosophiques de Strasbourg, no. 45 (May 30, 2019): 13–38. http://dx.doi.org/10.4000/cps.1405.

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Dorion, Louis-André. "Discours historiques et fiction socratique." Dialogues d'histoire ancienne S 8, Supplement8 (2013): 209. http://dx.doi.org/10.3917/dha.hs80.0209.

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Gaile‑Irbe, Agnese. "Livio Rossetti, Le dialogue socratique." Philosophie antique, no. 12 (November 1, 2012): 304–7. http://dx.doi.org/10.4000/philosant.957.

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de Haan, Else. "Weg met de Socratische Dialoog." Kind & Adolescent Praktijk 7, no. 2 (2008): 72–75. http://dx.doi.org/10.1007/bf03076683.

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Mahmud, Tayyaba, Uzma Akhtar, Natasha Nadeem, and Bakhtawar . "Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals." Pakistan Journal of Medical and Health Sciences 15, no. 7 (2021): 1527–30. http://dx.doi.org/10.53350/pjmhs211571527.

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Background: Undergraduate medical students require a strong foundation in histology which is an important part of curriculum in basic sciences years. Histology is considered to be a difficult subject by the students. Aim: To facilitate student learning, Socrative was introduced into histology practicals. Methods: This was a comparative cross-sectional study conducted among second year MBBS students (n=146) in histology. Socrative based activity, Space race, was introduced into histology practicals for the entire duration of module-III (10 weeks). This activity was done by the students in addition to demonstration and slide viewing under microscope. Performance of the students was assessed in histology Objective Structured Practical Examination (OSPE) and viva during module examinations. Score sheets of module-I were compared to those of module-III to assess the impact of using Socrative on academic performance. The study was approved by institutional Ethical Review Committee. Results: The results were analyzed using Wilcoxon Signed Rank test which showed statistically significant improvement in the performance of students (P value= 0.0001) in module-III. Moreover, 81.5% students showed improvement in academic performance after using Socrative. Conclusion: These results show that use of Socrative assessment method as part of teaching method, improved academic performance of undergraduate medical students in histology. Keywords: Socrative, histology, formative assessment, academic performance (MeSH words required)

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Pryke, Sam. "The use of Socrative in university social science teaching." Learning and Teaching 13, no. 1 (2020): 67–86. http://dx.doi.org/10.3167/latiss.2020.130105.

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Socrative is an online platform that allows a teacher to put questions to students through an app on their smart phone or tablet. In existence since 2011, its use is now quite common in university teaching. But is Socrative any good? This article reviews the literature on the device and discusses my research on the use of the app, the first carried out with social science students. The secondary research findings are that students find Socrative easy to use, fun, of genuine benefit to their learning and a medium that aids active participation. Furthermore, there is evidence that it benefits attainment as testing helps memory retention. My research findings broadly concur. Also considered is how Socrative use can be extended beyond revision-style testing to introduce students to new information that challenges existing beliefs and to elicit controversial opinions and sensitive information.

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Kokina, Julia, and Paul E. Juras. "Using Socrative to Enhance Instruction in an Accounting Classroom." Journal of Emerging Technologies in Accounting 14, no. 1 (2017): 85–97. http://dx.doi.org/10.2308/jeta-51700.

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ABSTRACT Are you interested in increasing the level of student engagement in your accounting course? You are not alone. In today's classroom, increased student engagement and active learning are desired by faculty and students alike. In this paper, we outline how to use Socrative Student Response by Mastery Connect (Socrative 2016), a variation of a real-time response tool called a “clicker.” We used this tool in both undergraduate and graduate-level managerial accounting courses. We provide a user's guide to Socrative, as well as helpful tips to ensure its successful implementation in the classroom.

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Murphy, David J. "Le dialogue socratique. By Livio Rossetti." Ancient Philosophy 32, no. 2 (2012): 429–33. http://dx.doi.org/10.5840/ancientphil201232236.

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Mazaleigue-Labaste, Julie. "De l'amour socratique à l'homosexualité grecque." Romantisme 159, no. 1 (2013): 35. http://dx.doi.org/10.3917/rom.159.0035.

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Bennink, Hans. "Hilde Veraart-Maas (2006). Socratisch coachen." Supervisie en Coaching 24, no. 1 (2007): 53–55. http://dx.doi.org/10.1007/bf03079826.

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Quintin, Jacques. "Enseignement de l’éthique : une approche socratique." Pédagogie Médicale 9, no. 3 (2008): 166–70. http://dx.doi.org/10.1051/pmed:2008028.

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Appelo, Martin. "Socratisch motiveren bij gedoe over verandering." Psychopraktijk 3, no. 4 (2011): 14–17. http://dx.doi.org/10.1007/s13170-011-0055-z.

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Livry, Anatoly. "L'avenir de l'homme socratique chez Tourguéniev." Bulletin de l'Association Guillaume Budé 1, no. 2 (2003): 151–69. http://dx.doi.org/10.3406/bude.2003.2126.

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Viriana, Viriana, and Nurul Hakimah. "STUDENTS’ PERCEPTION ON THE USE OF SOCRATIVE IN THE MIDDLE TEST." JournEEL (Journal of English Education and Literature) 2, no. 2 (2020): 54–65. http://dx.doi.org/10.51836/journeel.v2i2.143.

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Due to the Covid 19 pandemic, teachers are forced to be able to integrate technology into the classroom to ensure the teaching learning continuity, since the face to face in the classroom is not possible during pandemic. Thus, Socrative is used to conduct the middle test. The online examinations are used as a solution to make the school program still go on. This study focuses on students’ perceptions on the use of Socrative in the middle test.. The research involved 80 participants consisting of 42 students of 8th and 38 students of 7th class from SMPN 48 Surabaya East Java. The data were collected through questionnaires and were analyzed to get the students perception. The results of the study indicated that majority of participants considered the use of Socrative in the middle test practical, effective and efficient in terms of time. Although slow-speed internet is considered to be one of difficulties in using Socrative, most of the participants agreed that the examination online enable them to get new and powerful learning experience. 

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Díaz Cíntora, Salvador. "Antonio Gómez Robledo, Sócrates y el socratismo." Revista de filosofía DIÁNOIA 34, no. 34 (1988): 306. http://dx.doi.org/10.22201/iifs.18704913e.1988.34.685.

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Kaliappen, Narentheren, Wan Nurisma Ayu Ismail, Ahmad Bashawir Abdul Ghani, and Dwi Sulisworo. "Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 1028. http://dx.doi.org/10.11591/ijere.v10i3.21744.

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The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

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Torbus, Sławomir. "Z nowych badań nad dialogiem Sokratejskim." Peitho. Examina Antiqua, no. 1(2) (February 27, 2018): 217–20. http://dx.doi.org/10.14746/pea.2011.1.15.

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Hadi, Faishol, Ahmad Syafi’i, and Yiyin Isgandi. "Pelatihan Penerapan Pembelajaran Daring Interaktif Bagi Guru-Guru SD Al Islam Morowudi, Gresik." To Maega : Jurnal Pengabdian Masyarakat 3, no. 2 (2020): 142. http://dx.doi.org/10.35914/tomaega.v3i2.420.

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AbstrakKebijakan kegiatan pembelajaran dari rumah di tengah Pandemi Covid-19 memaksa guru harus menciptakan pembelajaran daring yang interaktif dan efektif. Salah satu komponen pembelajaran daring yang wajib dimiliki guru adalah komponen penguasaan media pembelajaran yang menarik, interaktif, dan efektif bisa diaplikasikan dalam kelas daring. Oleh karena itu, tujuan dari pelaksanaan kegiatan pengabian ini adalah untuk membantu dan memfasilitasi guru SDI Al Islam Morowudi dalam menguasai media pembelajaran daring yang tepat yang bisa diterapkan ke siswa. Metode yang diterapkan dalam pengabdian adalah pelatihan, yaitu ada dua pemateri yang menyampaikan dan melatih peserta dalam menggunakan dua media pembelajaran daring yaitu Kahoot dan Socrative. Hasil dari pengabdian ini adalah saat ini peserta memiliki paling tidak dua variasi media pembelajaran daring yang interaktif yang bisa diimplementasikan di kelas daring, yaitu media pembelajaran Kahoot dan Socrative. Dua platform pembelajaran ini diharapkan mampu membantu guru dalam mencipatkan kegiatan pembelajaran daring yang interaktif dan menyenangkan sehingga siswa mampu mencapai kompetensi pembelajaran yang diinginkan.Kata Kunci: Pembelajaran Daring Interaktif, Kahoot, Socrative AbstractThe policy of learning activities from home in the middle of the Covid-19 Pandemic forced teachers to create interactive and effective online learning. One component of online learning that teachers must have is the mastery of learning media that is interesting, interactive, and effective can be applied in online classes. Therefore, the purpose of carrying out these community service activities is to help and facilitate SDI Al Islam Morowudi's teacher in mastering the right online learning media that can be applied to students. The method applied in the service is training, namely there are two presenters who deliver and train participants in using two online learning media namely Kahoot and Socrative. The results of this dedication are that at present the participants have at least two variations of interactive online learning media that can be implemented in online classes, namely Kahoot and Socrative learning media. These two learning platforms are expected to be able to help teachers create interactive and fun online learning activities so that students are able to achieve the desired learning competenciesKey Word: Interactive Online Learning, Kahoot, Socrative

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Vancamp, Bruno. "L'historicité de la maïeutique socratique : réflexions critiques." L'antiquité classique 61, no. 1 (1992): 111–18. http://dx.doi.org/10.3406/antiq.1992.1134.

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van den Bold, Ingeborg. "Waardenloze gesprekken, socratisch motiveren in de praktijk." TBV – Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde 19, no. 3 (2011): 128. http://dx.doi.org/10.1007/s12498-011-0065-0.

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Aslan, Bilge, and Hasan Seker. "Interactive Response Systems (IRS) Socrative Application Sample." Journal of Education and Learning 6, no. 1 (2016): 167. http://dx.doi.org/10.5539/jel.v6n1p167.

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In globally developing education system, technology has made instructional improved in many ways. One of these improvements is the Interactive Response Systems (IRS) that are applied in classroom activities. Therefore, it is “smart” to focus on interactive response systems in learning environment. This study was conducted aiming to focus on using Socrative application as a feedback agent among IRSs. The study mainly focused on how could Socrative program as a smart feedback agent be effective in fostering students’ learning. Additionally, students’ responses were examined to have an overall sense of a digitally supported learning period. The study was designed on action research. The research was conducted with 53 junior year students who were prospective teachers in different fields at the same time. In order to obtain, 11 item-survey was developed by the researchers to realize how Socrative program could contribute to reinforce learning in detail. Besides, unsystematic interviews on program’s strong and weak aspects were maintained. The results indicated Socrative program as a feedback agent could be benefited in learning process thanks to its accessibility, immediateness, and continuous interaction. The results also revealed that participants of the study perceived the program positively and attended the course more motivated. The study also reflected that students as prospective teachers more eagerly participated in digitally supported than traditionally maintained instructional activities.

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Faya Cerqueiro, Fátima, and Ana Martín-Macho Harrison. "Socrative in Higher Education: Game vs. Other Uses." Multimodal Technologies and Interaction 3, no. 3 (2019): 49. http://dx.doi.org/10.3390/mti3030049.

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The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

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Roccati, G. Matteo. "Prenostica Socratis Basilei, A. Guardo (éd.)." Studi Francesi, no. 183 (LXI | III) (December 1, 2017): 526. http://dx.doi.org/10.4000/studifrancesi.10507.

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Jaskelevičius, Alius. "DAIMONOLOGIJA APULĖJAUS VEIKALE DE DEO SOCRATIS." Literatūra 57, no. 3 (2016): 71. http://dx.doi.org/10.15388/litera.2015.3.9878.

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Parding, Mathias G. "Towards the Socratic Mission: Imitatio Socratis." Kierkegaard Studies Yearbook 26, no. 1 (2021): 193–222. http://dx.doi.org/10.1515/kierke-2021-0009.

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Abstract It is known that Kierkegaard’s relation to politics was problematic and marked by a somewhat reactionary stance. The nature of this problematic relation, however, will be shown to lie in the tension between his double skepticism of the order of establishment [det Bestående] on the one hand, and the political associations of his age on the other. In this tension he is immersed, trembling between Scylla and Charybdis. On the one hand Kierkegaard is hesitant to support the progressive political movements of the time due to his skepticism about the principle of association in the socio-psychological climate of leveling and envy. On the other hand, his dubious support of the order of the establishment, in particular the Church and Bishop Mynster, becomes increasingly problematic. The importance of 1848 is crucial in this regard since this year marks the decisive turn in Kierkegaard’s authorship. Using the letters to Kolderup-Rosenvinge in the wake of the cataclysmic events of 1848 as my point of departure, I wish to elucidate the pathway towards what Kierkegaard himself understands as his Socratic mission.

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Pham, Hang. "Integrating Quizlet and Socrative into Teaching Vocabulary." Issues in Language Instruction 5 (January 10, 2018): 27. http://dx.doi.org/10.17161/ili.v5i0.7018.

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Rote memorization is boring and ineffective for EFL students as it provides no context for usage. Despite the drawbacks, many teachers still use this method to teach vocabulary. This workshop will present two fun technology tools, Quizlet and Socrative, to help students learn vocabulary in context and monitor their progress.

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Pham, Hang. "Integrating Quizlet and Socrative into Teaching Vocabulary." Issues in Language Instruction 5, no. 1 (2018): 27–28. http://dx.doi.org/10.17161/ili.v5i1.7018.

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Résumé :

Rote memorization is boring and ineffective for EFL students as it provides no context for usage. Despite the drawbacks, many teachers still use this method to teach vocabulary. This workshop will present two fun technology tools, Quizlet and Socrative, to help students learn vocabulary in context and monitor their progress.

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