Exploring the effects of a learner response system on EFL reading
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This study investigated the effects of a learner response system (or clickers) on students’ perception onengagement and learning outcomes in an EFL reading course at a university level. Clickers are a votingsystem with which students send their answers electronically and distribution of their responses is shown tothe class instantly, which can be followed by appropriate feedback from the instructor and discussion inclass. A quasi-experimental study was conducted to compare the learning outcomes in two achievementtests between classes that used clickers (clicker group) and the classes that did not use clickers (non-clickergroup). The results showed that the clicker group outperformed the non-clicker group significantly in themidterm and final exam. The survey responses from the clicker group also showed there was improvementin behavioral engagement and general satisfaction of the course when comparing the answers completedbefore and after the clicker treatment. The results are consistent with the previous research in that thelearner response system induced active cognitive process by improving students’ engagement which led toimproved learning outcomes.
Abstract
This study investigated the effects of a learner response system (or clickers) on students’ perception onengagement and learning outcomes in an EFL reading course at a university level. Clickers are a votingsystem with which students send their answers electronically and distribution of their responses is shown tothe class instantly, which can be followed by appropriate feedback from the instructor and discussion inclass. A quasi-experimental study was conducted to compare the learning outcomes in two achievementtests between classes that used clickers (clicker group) and the classes that did not use clickers (non-clickergroup). The results showed that the clicker group outperformed the non-clicker group significantly in themidterm and final exam. The survey responses from the clicker group also showed there was improvementin behavioral engagement and general satisfaction of the course when comparing the answers completedbefore and after the clicker treatment. The results are consistent with the previous research in that thelearner response system induced active cognitive process by improving students’ engagement which led toimproved learning outcomes.
참고문헌 (28)
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