While Audience Response System (ARS) such as Kahoot! can promote learner self-regulation and enhance comprehension by engaging cognitive processing on multiple levels, learning behavior in questioning with ARS was understudied. The present study explores the use of Kahoot! with student-generated questioning, to report the effect on students’ reading comprehension. This study involved two intact sixth grade elementary school classes, with a total of 48 students which were divided into an experimental group and a control group. All students first took the simulated GEPT (General English Proficiency Test)-Kids reading test as a pre-test. Each team was assigned a story commensurate with their reading level by the instructor. The experimental group used Kahoot! as an ARS to generate questions, while the control group presented their questions by PowerPoint. The data were analyzed in terms of the students’ pre-test and post-test GEPT-Kids scores, and the worksheets. The results indicated that although little significant improvement was recorded from the GEPT scores, the quality of the questions generated by the group using Kahoot! increased at a greater rate over time compared to the control group. The question-generation process showed that the Kahoot! group indicated a higher level of engagement and collaboration and also stimulated an active learning environment.

中文翻译：

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使用结合学生生成的问题的听众响应系统对EFL学生的阅读理解的影响

而观众响应系统（ARS），例如Kahoot！通过在多个层面上进行认知处理，可以促进学习者的自我调节并增强理解力，因此对在ARS提问中的学习行为进行了研究。本研究探讨了Kahoot！的使用。学生提出的问题，以报告对学生阅读理解的影响。这项研究包括两个完整的六年级小学班，共有48名学生，分为实验组和对照组。所有学生首先参加模拟的GEPT（通用英语水平测试）-儿童阅读测试作为预测试。指导老师为每个小组分配了一个与其阅读水平相称的故事。实验小组使用Kahoot！作为ARS来产生问题，对照组则通过PowerPoint提出了他们的问题。根据学生的测试前和测试后GEPT-Kids得分以及工作表对数据进行了分析。结果表明，尽管从GEPT分数记录的进步很小，但是该小组使用Kahoot！提出的问题的质量。与对照组相比，随着时间的推移，其增长速度更快。问题生成过程表明Kahoot！小组表示参与和协作的水平更高，也激发了积极的学习环境。使用Kahoot！小组产生的问题的质量！与对照组相比，随着时间的推移，其增长速度更快。问题生成过程表明Kahoot！小组表示参与和协作的水平更高，也激发了积极的学习环境。使用Kahoot！小组产生的问题的质量！与对照组相比，随着时间的推移，其增长速度更快。问题生成过程表明Kahoot！小组表示参与和协作的水平更高，也激发了积极的学习环境。