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PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT

100%
Kent D.
Teaching English with Technology
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2019
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vol. 19
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issue 3
90-104
EN
Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the Plickers application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once.
2
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VOCABULARY LEARNING IN THE MOBILE-ASSISTED FLIPPED CLASSROOM IN AN IRANIAN EFL CONTEXT

100%
Jalili S., Khalaji H., Ahmadi H.
Teaching English with Technology
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2020
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vol. 20
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issue 4
82-95
EN
The emergence of flipped instruction has provided new opportunities to improve English language learning. The present study attempted to investigate the effects of flipped learning strategy on enhancing the vocabulary knowledge of Iranian EFL learners. To this end, the authors assigned 26 learners from an English institute to the flipped and conventional groups. They adopted a two-group counterbalanced design in this research. In the flipped classroom, the teacher posted the course materials via Telegram in advance to the class. Inside the classroom, the participants engaged in various peer and group activities including pre-communicative sentence arrangement, communicative tasks, pair, and group discussion, role-play and storytelling. The data were from multiple data sources including a vocabulary knowledge test, a student-recorded portfolio and interviews. The results revealed that the participants performed better in the conventional classroom than the flipped learning classroom. However, they did not have positive attitudes toward inverted learning. The authors presented insights into the impacts of flipped instruction on the quality of vocabulary learning and offered recommendations and implications for future practice.
3
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QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS

100%
Dizon G.
Teaching English with Technology
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2016
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vol. 16
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issue 2
40-56
EN
This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
4
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MOBILE BETTING – LEARNING BUSINESS ENGLISH TERMINOLOGY USING MALL

88%
Balula A., Martins C., Costa M., Marques F.
Teaching English with Technology
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2020
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vol. 20
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issue 5
6-22
EN
In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.
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