Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 209–224
11. Learner perceptions of clickers as a source of feedback in the classroom
This chapter explores the use of learner response systems, or “clickers”, as a source of immediate feedback in beginning Spanish foreign language classrooms. Learners in seven intact classes participated in clicker-based activities and received feedback that differed according to degree of explicitness (+/− metalinguistic information) and enhancement (+/− visual display). Learners then completed reflection questionnaires (N = 37) based on their experience. Quantitative and qualitative analyses of questionnaire items revealed strengths and weaknesses of the clicker-based activities as well as similarities and differences with learner perceptions in other contexts (Cardoso 2011; Cutrim Schmid 2007, 2008). The chapter concludes with a discussion on individual differences as well as suggestions for teachers about the use of clicker-based materials.
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