Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44656

Can clicker use support learning in a dual-focused second language German course?

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Title:Can clicker use support learning in a dual-focused second language German course?
Authors:Roussel, Stéphanie
Galan, Jean-Philippe
Keywords:Assessment
Testing
Language for Special Purposes
Date Issued:01 Oct 2018
Publisher:University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation:Roussel, S., & Galan, J.-P. (2018). Can clicker use support learning in a dual-focused second language German course? Language Learning & Technology, 22(3), 45–64. https://doi.org/10125/44656
Abstract:This study investigated clicker-use impact in a legal German lecture, given to 65 French students of Law in which the learning focus was both language and content. 36 participants who attended the entire course were tested. Upon their introductory session, students took a preliminary two-fold multiple-choice questionnaire involving 16 questions on legal terminology and 16 on course content. Throughout the 10- week semester, the lecturer administered all questions during regular courses. Each weekly session was conducted alternately with or without clickers. Students answered half of the questions about language and content using clickers, whereas the remaining half involved standard conditions with volunteers raising their hands to answer. At the end of their term, students took the same initial questionnaire as a post-test. A quantitative analysis was performed to assess (a) the enhancement of the acquisition of legal terminology and course content through clicker use and (b) the impact of learners’ pre-test scores on learning gains regarding terminology and content with or without clickers. The clicker group outperformed the non-clicker group with regard to a post-test concerning legal terminology. The findings demonstrate that clicker use alleviates the cognitive load induced by learning both new terminology and content.
URI/DOI:http://hdl.handle.net/10125/44656
ISSN:1094-3501
DOI:10125/44656
Volume:22
Issue/Number:3
Appears in Collections: Volume 22 Number 3, October 2018


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