Abstract
Formative assessment has received growing attention in the past three decades as the world shifts from traditional pedagogical processes to ones that speak to millennial learners. Given the potential of student response systems like Socrative to enhance learning experiences, this qualitative study examined the perceptions of six secondary school language teachers regarding its use as a formative assessment tool. The study focused on the strategies used by language teachers when using Socrative as a formative assessment tool in vocabulary learning. A qualitative questionnaire and semi-structured interviews were used to collect data about the teachers’ perceived benefits and challenges of using Socrative, as well as their willingness to adopt it in the long term. The study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model as the lens for analysing the teachers’ willingness to adopt Socrative. Findings suggest that teachers have overall positive perceptions of the tool. Several benefits were highlighted, including real-time feedback, increased student motivation to practice vocabulary, improved engagement, and data-driven instructional instruction. However, challenges like poor internet connection and limited digital skills for effective implementation were cited. The study concluded that, while Socrative is a valuable digital tool for formative assessment, overcoming technological and training barriers is essential for broader and more effective integration.