Learning a Foreign Language with a Learner Response System: The Students' Perspective

Autor/in	Cardoso, Walcir
Titel	Learning a Foreign Language with a Learner Response System: The Students' Perspective
Quelle	In: Computer Assisted Language Learning, 24 (2011) 5, S.393-417 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2011.567354
Schlagwörter	Student Attitudes; Second Languages; Questionnaires; Classroom Environment; English; Foreign Countries; Surveys; Teaching Methods; Second Language Learning; Data Analysis; Feedback (Response); Oral Language; Educational Technology; Brazil + Suchen Sie Ihr Suchwort? Schülerverhalten; Second language; Zweitsprache; Fragebogen; Klassenklima; Unterrichtsklima; English language; Englisch; Ausland; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Auswertung; Oral interpretation; Mündlicher Sprachgebrauch; Unterrichtsmedien; Brasilien
Abstract	This paper reports the results of a study on the use of a learner response system (LRS) by a group of students of English as a foreign language (L2). Via a methodology that included the analysis of survey questionnaires and open-ended oral interviews, the study examined learners' perceptions of the use of an LRS by a group of 30 Brazilians learning English in a communicative classroom environment. Overall, the results are consistent with the consensus that students perceive the response system as a positive addition to their classes, as its use increases participation and the general enjoyment of classes, contributes to learning, fosters interactions, and allows learners to self-assess and compare their performance with that of their peers. Because research on LRS in L2 settings is still in its infancy, this paper contributes data and analysis that highlight the pedagogical benefits of the implementation of a response system in L2 pedagogy. (Contains 4 notes, 3 figures, and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10