Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44668

Technique efficacy when using a student response system in the reading classroom

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Item Summary

Title:Technique efficacy when using a student response system in the reading classroom
Authors:Kent, David
Contributors:Kessler, Greg (editor)
Keywords:Active Learning
Formative Assessment
Reading Comprehension
Date Issued:01 Feb 2019
Publisher:National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin
Citation:Kent, D. (2019). Technique efficacy when using a student response system in the reading classroom. Language Learning & Technology, 23(1), 26–35. https://doi.org/10125/44668
Abstract:Although studies using student response systems (SRSs) within the English as a foreign language (EFL) classroom are relatively rare, there is increasing evidence from a range of disciplines to highlight the potential behind application of these systems for student learning. Consequently, this study contributes to filling this gap by demonstrating the efficacy of SRS-integration in the EFL reading classroom for formative assessment when supported by teacher-interaction and peer-interaction utilization techniques. Relying on a quasi-experimental design, results suggest that a Plickers SRS-integrated classroom can provide a digitally interactive learning environment and active learning opportunities, particularly when coupled with a peer-interaction technique. It also enhances Korean EFL learner engagement with content while supporting the development of reading comprehension skills. Further, findings indicate that learners are receptive to ongoing SRS utilization as an alternative to traditional methods, viewing it as useful for highlighting their knowledge gaps, focusing their attention, and stimulating their engagement.
URI/DOI:http://hdl.handle.net/10125/44668
ISSN:1094-3501
DOI:10125/44668
Volume:23
Issue/Number:1
Appears in Collections: Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds


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