The effect of using student response system on high school student's achievement and achievement emotions in English language course

The study is designed as an experimental design with pre-test, post-test control group. Participants are 9th grade students studying at an Anatolian High School in Sivas centre. The study was conducted for eight weeks. In experimental practice, multiple choice questions prepared in accordance with the 9th grade English teaching curriculum were applied through "Socrative" software selected as SRS. The questions used in the SRS software were asked on the paper in control group 2. In the control group 1, teaching was carried out without using these questions. Subsequently, the differences between these three groups in terms of success and achievement emotions were examined. During the study, class and test related sub-dimensions of Achievement Emotions Scale have been adapted from English into Turkish. An English achievement test and the Achievement Emotions Scale were applied to the experiment and control groups before and after the experiment. The differences between these measurements were tested with mixed ANOVA. In addition, students' opinions on the use of SRS were obtained through qualitative processes. The results of the research show that the SRS has a positive effect on the English academic achievement of the students. Success in the experimental group was significantly higher than in both control groups. In terms of class emotions, it is understood that SRS shows significant positive effects on enjoyment and boredom. However, although not at statistically significant level, class related hopelessness, pride, anger, anxiety, and shame was observed higher level improvement in the experimental group compared to the control groups. From the perspective of test related emotions, it has been determined that the SRS is useful for students to reduce test anxiety. As in class related emotions, although not at significant level, there has been a positive increase in the overall test emotions in the experimental group that the SRS was applied. The interviews, in a way that supports quantitative findings, show students think that lessons with SRS are more productive, more enjoyable and contributes to better learning. Interview results also indicate that the SRS contributes to the students' perception of their performance and thus to complement their missing aspects. Regarding the negative aspects of the using the SRS, the students mainly focus on the slowdown of the SRS due to technical problems such as the internet, infrastructure failures and the time lost due to these troubles. Keywords: Student Response System, English Education, Secondary Student, Success, Achievement Emotions