A world of differences: the role of individual differences in L2 vocabulary learning with clickers

Anne-Marie Sénécal, W. Cardoso
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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.
差异的世界:个体差异在点击器二语词汇学习中的作用
本研究考察了点击器对二语英语词汇习得的影响,重点探讨了个体差异的作用。按照前测后测的设计,我们测量了61名英语学习者的感知和表现,他们参加了词汇习得治疗,他们通过点击(实验组)或举手(对照组)回答多项选择题(mcq)。研究结果表明,在所有的分析方法中,学生对点击器都有积极的看法,并且点击器促进了词汇学习。然而,两组之间的学习收益差异不显著,表明学习者之间存在个体差异。4名表现出“极端”(最低/最高)认知和表现得分的学习者被选中进行进一步分析。点击器增强学习中存在的个体差异表明,应该仔细实施这项技术,以适应学习者的个体差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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