GoSoapBox – Encourage Participation and Interaction in the Language Classroom

Language educators in Asia and beyond use a range of technology tools, including laptops, tablets, smartphones, and online environments to adopt, personalize, and enhance the student learning experience and improve learning outcomes (Healy, 2018; Li, 2017). Leveraging web-enabled devices and creating interactive environments in our second- and foreign-language classrooms is vital to gain insight into our students’ comprehension and understanding. Such approaches have also become central tenets of student-centred learning in today’s digital learning space (Kessler, 2018). Simply asking students to raise their hands to signify their understanding, or encouraging them to ask questions, are no longer sufficient in the learning environment. Learners expect opportunities to express their understanding of content, synthesize knowledge, and develop their understanding in a fun, engaging, and safe manner using technology (Baron et al., 2016; Kessler, 2016). One strategy is to incorporate GoSoapBox to replace traditional verbal teaching techniques with questions that check students’ understanding of concepts. The broader goal is to improve the student learning experience.

GoSoapBox is a web-based student response system, which facilitates active language learning and student engagement in the classroom in real-time. The browser-based application consists of several main features, called events: ‘Confusion Barometer’, ‘Social Q&A’, ‘Real-Time Poll’, ‘Quizzes’, ‘Open-Ended Discussion and Activity’, and ‘Grade Report’, to name a few. One feature, ‘Know Who’s Confused’, is an intuitive Confusion Barometer, which allows learners to indicate whether or not they are understanding the information that is being presented. This is an excellent tool to gauge the understanding of concepts introduced in class, immediately indicating if anyone is struggling with the lesson input. The Social Q&A feature allows students to submit their own questions and vote for classmates’ questions, allowing the best question to rise to the top. This shows if several students have the same questions. The teacher can then address these questions and conduct Instant Polls to see if students have achieved clarity. Teachers can also incorporate this aspect in the feature, ‘Ask Quick In-The-Door Entry or Exit Questions’ (i.e. ‘Did you read Chapter 2?’; ‘Will you attend the voluntary review session tomorrow?’). As with all the features, as students respond, all users can see the results graphically and in real-time. Another feature which is beneficial for the language classroom is the ‘Open-Ended Discussion’ function, which can be incorporated by students during class- or group-work. For example, students who are not comfortable speaking in front of others can post questions/answers for the rest of the class/group to review together. The multiple pedagogical features of GoSoapBox allow students to take greater ownership over their own language learning and revisit ideas shared outside of class. Teachers also have the option to create formative quizzes to gain deeper insight into students’ comprehension by pinpointing potential learning gaps and intervening accordingly. By monitoring students’ responses and proceeding with instruction and feedback supported by ongoing performance data, teachers are able to effectively cover any potential learning gaps and close the learning cycle supported by targeted interventions. It is precisely these pedagogical features of GoSoapBox which sets it apart from similar student response systems such as Mentimeter and Poll.ev and allows teachers to personalize their instruction.

GoSoapBox is an intuitive and user-friendly website with numerous features available, and unlike similar student response systems, teachers have ample features to choose from to best suit their learning objectives. It is easy to get started, and teachers simply create ‘events’ with individual moderation panels to configure features (e.g. anonymous response, profanity filter, etc.). Creating these events and pre-activities in advance allows the teacher to access them at preferred times during lessons to keep students engaged. I have found that creating an event is quick and easy since it only takes a few minutes. It is also easy to customize events to cater to students’ individual abilities. An added benefit of this student response system is that teachers can download graded spreadsheets and reports on class activities to keep track of student comprehension. This enables teachers to offer tailor-made feedback and close the learning gap with supported on-going learning data. Moreover, this allows students to receive feedback as a developing and continuing process which can be used to shape teaching, make learning visible and engage in real feedback dialogues between teachers and their students (Evans, 2013; Nicol et al., 2014).

While this tool has great pedagogical benefits for language classrooms, the pricing model can be expensive for large classes (75–100 students). Currently, it is free for classes with up to 30 students at a time. Another drawback is that the tool only exists within a web-browser, not as a standalone mobile app. While the web app is mobile and adaptive, it would be useful and perhaps more efficient to be able to access it directly through a standalone app. Another aspect to consider is that GoSoapBox might reduce students’ opportunities to share their responses verbally. However, as Hockley (2015) rightly points out, technology is a tool to enhance language learning and should not be used for its own sake. Strategic incorporation of GoSoapBox in teaching is likely to support language learners to develop a wide range of receptive and productive skills to construct knowledge.

In summary, language educators in Asia and beyond will find GoSoapBox useful in keeping students engaged, encouraging active participation, and interacting in the classroom. It includes various features which enable both surface and deeper learning. Depending on teaching aims, GoSoapBox will deepen content understanding without the technology getting in the way of learning. I have found that students are keen to participate in class with GoSoapBox, and I have a better understanding of students’ understanding of the subject matter. Students have expressed positive feedback about incorporating GoSoapBox in classes, appreciating that both the teacher and they themselves understand what they are doing well as well as precisely where they need to focus. This makes it easier to specifically target students’ weaknesses and enhance their learning experience.

GoSoapBox was created by Go Education, LLC. More information on the student response system and its features is available at: https://www.gosoapbox.com/.