Student response system: its impact on EFL students’ vocabulary achievement

Çelik S., Baran E.

Technology, Pedagogy and Education, cilt.31, sa.2, ss.141-158, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Sayı: 2
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/1475939x.2021.1986125
  • Dergi Adı: Technology, Pedagogy and Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Library and Information Science Abstracts, Library, Information Science & Technology Abstracts (LISTA), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo
  • Sayfa Sayıları: ss.141-158
  • Anahtar Kelimeler: Student response systems, technology integration, think-pair-share, EFL, mobile-assisted language learning, PEDAGOGICAL CONTENT KNOWLEDGE, CLASSROOM, LANGUAGE, CLICKERS, SATISFACTION, ENGAGEMENT, TEACHERS
  • TED Üniversitesi Adresli: Evet

Özet

© 2021 Association for Information Technology in Teacher Education.The educational potentials of using student response systems (SRSs) as emerging mobile technologies in higher education classrooms are increasing. The need to understand and integrate these technologies into English as a Foreign Language (EFL) contexts has become evident. This mixed-methods study aimed at investigating the effects of an SRS-supported think-pair-share strategy on EFL students’ vocabulary achievement at a higher education institution. The participants were 154 university students and seven instructors. Data sources included vocabulary achievement tests, an SRS perception survey, and student and instructor focus groups. T-test analysis of the vocabulary achievement tests revealed the strategy resulted in higher vocabulary achievement. The analysis of the focus group data revealed the pedagogical approach resulted in positive outcomes such as increased student engagement, enhanced concentration on in-class activities, and enhanced feedback in classrooms. Results present recommendations for future research on SRS-supported vocabulary achievement and vocabulary retention in English Language Teaching contexts.