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INTEGRATING TECHNOLOGY INTO ESP CLASSES: USE OF STUDENT RESPONSE SYSTEM IN ENGLISH FOR SPECIFIC PURPOSES INSTRUCTION

100%
Asmalı M.
Teaching English with Technology
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2018
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vol. 18
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issue 3
86-104
EN
This paper presented the results of an experimental study investigating the impact of clicker use through a smart phone application called Kahoot!. Despite positive results of clicker use in the existing General English literature, the impact of clicker use has not been examined in the field of ESP. To address this issue, this study investigated the effectiveness of clickers by comparing pre-test and post-test scores of a control and an experimental group and the scores of male and female participants in the experimental group. The results of a 10-week implementation of clicker use with the students of tourism and hospitality department in the experimental group indicated that while post-test scores were significantly higher for the experimental group than for the control group, there was not a statistically significant difference between the post-test scores of male and female participants in the experimental group. Implications for teaching ESP with the help of technology and suggestions for further research were also provided.
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Interactive Talks

84%
BAKONYI, V. H., ILLÉS, Z. D., ILLÉS Z. I.
Edukacja-Technika-Informatyka
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2015
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vol. 6
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issue 1
298-303
EN
Nowadays people, especially young people usually use several mobile devices in the same time. This means, that they can reach any information just in time, so they are not patient any more to listen to anything which is not interesting for them in the moment. What does it mean in the context of university life? Is it true that university talks are living their last hours? They are boring because only one person is speaking for 90 minutes and nothing else happens? Are they really unnecessary because everything is on the net somewhere? Can we change this kind of attitude somehow? How can we make the talks more interactive? Our personal student response system.
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