The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

Prieto, Juan Pablo Rodríguez

doi:10.4995/rlyla.2013.1611

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…This investigation goes in line with the existing studies in the field of using smart technology [29] and clickers in ESP and General language teaching [30]. Additionally, smart technology helped to turn a smartphone or iPad from a distractor into a useful pedagogic tool used for both classroom and out-the-classroom use.…”

Section: 322supporting

confidence: 84%

Clicker Systems as a Smart Technology-Based Tool for Teaching English to Master’s Students Majoring in Public Administration

Шихненко¹

2021

ITLT

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This study experimentally verifies how the ESP learning environment supported by the use of clickers influences learners’ academic motivation, academic self-efficacy, cognitive reflection, speed of decision making, functioning of a dominant brain type, and performance in learning English for specific purposes. This research relies on mixed methods and focuses on clickers like Kahoot and Socrative. The entry and outcome data were obtained through Rasch’s measurement model that was used to measure academic motivation, Byrne and Matotti-designed academic confidence measurement techniques used to measure academic self-efficacy, Frederick’s methodology for diagnosing cognitive reflection and decision making, a comprehensive ESP test consisting of the listening, reading, speaking and writing sections and Attitude/motivation test battery to measure shifts in the functioning of the students’ dominant brain type used to perform them. Those measurements were considered as dependent variables for this study. At the post-experimental stage, both a focus-group semi-structured interview and numerical and qualitative data analyses were carried out to validate the statistical significance of the experiment outcomes. Furthermore, a two-way ANOVA was used to define the dependence of the above-mentioned variables on the use of clickers. The data processing procedure relied on the application of free Two-Way ANOVA Statistics Software (Calculator) for non-commercial (academic) use. The responses of the focus group participants were processed under the guidelines for focus group research. This study found that integration of clicker systems as a type of smart technology into teaching English for Specific Purposes to Master’s Degree students majoring in Public Administration (in civil protection) is effective, as it triggers the students’ desire to learn, creates a relaxed environment, develops students’ cognitive sphere, and enhances students’ academic performance. Additionally, the results of the experiment suggest that due to clickers, language learning turns into a challenging experience allowing students to consolidate their knowledge and master their skills in information search and processing. The paper states that this teaching approach is student-centered, which reduces the teacher’s dominance and gives way to the student’s autonomy.

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Section: 322supporting

confidence: 84%

Clicker Systems as a Smart Technology-Based Tool for Teaching English to Master’s Students Majoring in Public Administration

Шихненко¹

2021

ITLT

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Kahoot! As a Formative Assessment Tool in Foreign Language Learning: A Case Study in Greek as an L2

Kapsalis¹,

Galani²,

Tzafea³

2020

TPLS

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Our study investigates the effectiveness of Kahoot! as a formative assessment tool in the consolidation of grammatical phenomena in adult foreign language learning. Kahoot! was used in a multilingual and multicultural learning environment, where Α1-level Greek was the target language. An experimental quantitative methodology was employed to compare progress made by students using Kahoot! (experimental group) compared to those using traditional methods such as paper and pencil tests (control group). Pre-tests and post-tests were administered to both groups to check if students had better assimilated the grammatical phenomena they had been taught. The study was carried out in the Center for the Study of the Hellenic Language and Culture at the University of Ioannina (Greece). Overall findings reveal that both groups performance in the post-tests showed a statistically significant improvement, however there was not a statistically significant difference between the performance of the two groups.

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The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

Cited by 2 publications

References 35 publications

Clicker Systems as a Smart Technology-Based Tool for Teaching English to Master’s Students Majoring in Public Administration

Clicker Systems as a Smart Technology-Based Tool for Teaching English to Master’s Students Majoring in Public Administration

Kahoot! As a Formative Assessment Tool in Foreign Language Learning: A Case Study in Greek as an L2

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