Clickers in EFL Classrooms: Evidence from Two Different Uses

Year 2018, , 171 - 185, 16.04.2018

Unal Cakiroglu Fath Erdogdu , Seyfullah Gokoglu

https://doi.org/10.30935/cet.414820

Cited By: 1

Abstract

Clickers as electronic response systems allow
students to respond instantly to questions. The aim of this study is to compare
the effects of using clickers on student participation during different periods
of EFL courses. The intervention was implemented in question–response sessions
of an EFL course at a secondary school. A quasi-experimental design was used in
which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10). The implementation process is
divided into three periods. In the preparation period, both of the groups did
not use clickers, in the first period while the Group A used clickers, Group B
continued without using clickers in the lessons. Then in the second period; in
contrary, Group A and Group B students changed the roles in using the clickers;
that is Group B started with clickers in the second period and Group A followed
the lesson without clickers. When the clickers used the students’ participation
rates were determined by clicker system records and an observation form is used
when non-clickers strategies were used. As a result, even if they used clickers
in different time periods both Groups A and B increased their participation
rates while using clickers. Moreover, when the students in Group A were
non-clickers, their correct answer rates were decreased. In contrast, when the
students in Group B were non-clickers, their correct answer rates were
increased. Results showed that even after students ceased to use clickers, positive
effects on participation continued; however, the quality of the students’
answers declined. Along with the study findings, suggestions for clickers use in
various periods of the courses are included.

Keywords

Participation, Clickers, Traditional response strategies, Language teaching

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