{"title":"A world of differences: the role of individual differences in L2\n vocabulary learning with clickers","authors":"Anne-Marie Sénécal, W. Cardoso","doi":"10.14705/rpnet.2021.54.1343","DOIUrl":null,"url":null,"abstract":"This study examined the acquisition of L2 English vocabulary with\n clickers, focusing on the role of individual differences. Following a\n pretest-posttest design, we measured perception and performance among 61\n English learners who took part in a vocabulary acquisition treatment, in\n which they answered Multiple-Choice Questions (MCQs) via clickers\n (experimental group) or hand-raising (control group). Findings show that\n students have positive perceptions of clickers across all analytical\n measures adopted and that clickers promote vocabulary learning. However, the\n differences in learning gains between the two groups were not significant,\n indicating individual differences among learners. Four of the learners who\n exhibited ‘extreme’ (lowest/highest) perception and performance scores were\n selected for further analyses. The presence of individual differences in\n clicker-enhanced learning suggests the technology should be carefully\n implemented to accommodate learners’ individual differences.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"240 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"CALL and professionalisation: short papers from EUROCALL 2021","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14705/rpnet.2021.54.1343","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This study examined the acquisition of L2 English vocabulary with
clickers, focusing on the role of individual differences. Following a
pretest-posttest design, we measured perception and performance among 61
English learners who took part in a vocabulary acquisition treatment, in
which they answered Multiple-Choice Questions (MCQs) via clickers
(experimental group) or hand-raising (control group). Findings show that
students have positive perceptions of clickers across all analytical
measures adopted and that clickers promote vocabulary learning. However, the
differences in learning gains between the two groups were not significant,
indicating individual differences among learners. Four of the learners who
exhibited ‘extreme’ (lowest/highest) perception and performance scores were
selected for further analyses. The presence of individual differences in
clicker-enhanced learning suggests the technology should be carefully
implemented to accommodate learners’ individual differences.