- -

The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

Mostrar el registro sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: 1611-8781-1-PB.pdf
Tamaño: 376.3Kb
Formato: PDF
Abrir
dc.contributor.author Rodríguez Prieto, Juan Pablo es_ES
dc.date.accessioned 2014-11-26T11:04:40Z
dc.date.available 2014-11-26T11:04:40Z
dc.date.issued 2014-07-01
dc.identifier.issn 1886-2438
dc.identifier.uri http://hdl.handle.net/10251/44864
dc.description.abstract [EN] This is the firstquantitative research on reading compliance in FL courses. It investigated theeffect of clickers on learning gains for regularly assigned readings, determinedby 16 quiz grades during a semester. 38 intermediate L2 Spanish studentsassigned to two group conditions also completed a questionnaire at the end ofthe semester about their preparedness for the quizzes and their opinions aboutthe use of clickers. Results indicated that participants in the Clickercondition obtained significantly lower grades in the quizzes than those in thePaper and Pencil one, despite clickers receiving positive feedback andcomments, and even though students in the Clicker condition reported preparingfor class more often than those in the Paper and Pencil condition. es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València
dc.relation.ispartof Revista de Lingüística y Lenguas Aplicadas
dc.rights Reserva de todos los derechos es_ES
dc.subject Rreading compliance es_ES
dc.subject Spanish es_ES
dc.subject Foreign language es_ES
dc.subject Quiz es_ES
dc.subject Clickers es_ES
dc.title The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance es_ES
dc.type Artículo es_ES
dc.date.updated 2014-11-26T08:33:20Z
dc.identifier.doi 10.4995/rlyla.2013.1611
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Rodríguez Prieto, JP. (2014). The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance. Revista de Lingüística y Lenguas Aplicadas. 9:88-96. https://doi.org/10.4995/rlyla.2013.1611 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/rlyla.2013.1611 es_ES
dc.description.upvformatpinicio 88 es_ES
dc.description.upvformatpfin 96 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 9
dc.identifier.eissn 1886-6298
dc.description.references Beekes, W. (2006). The ‘Millionaire’ method for encouraging participation. Active Learning in Higher Education, 7(1), 25-36. doi:10.1177/1469787406061143 es_ES
dc.description.references Beekes, W. (2009). ""Is that your final answer?" Encouraging student participation using the personal response system", in Enhancing Student-Centred Learning in Business and Management, Hospitality, Leisure, Sport, and Tourism. Oxford: The Higher Education Academy, Oxford Brookes University, 76-86. es_ES
dc.description.references Burchfield, C., and Sappington, J. (2000). "Compliance with required reading assignments", Teaching of Psychology 27/1, 58-60. es_ES
dc.description.references Cardoso, W. (2010). "Clickers in foreign language teaching: A case study", Contact 36/2, 36-55. es_ES
dc.description.references Clump, M., Bauer, H., and Bradley, C. (2004). "The extent to which psychology students read textbooks: A multiple class analysis of reading across the psychology curriculum", Journal of Instructional Psychology 31/3, 227-232. es_ES
dc.description.references Cutrim Schmid, E. (2007). "Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote component of interactive whiteboard technology", System: An International Journal of Educational Technology and Applied Linguistics 35/2, 119-133. es_ES
dc.description.references Elliott, C. (2003). "Using a personal response system in economics teaching", International Review of Economics Education 1/1, 80-86. es_ES
dc.description.references Freeman, M., Blayney, P., and Ginns, P. (2006). "Anonymity and in class learning: The case for electronic response systems", Australasian Journal of Educational Technology 22/4, 568-580. es_ES
dc.description.references Gass, S. (1997). Input, Interaction and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates. es_ES
dc.description.references Gass, S., and Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). Mahwah, NJ: Lawrence Erlbaun Associates. es_ES
dc.description.references Howe, N., and Strauss, W. (2000). Millennials Rising. New York: Vintage Books. es_ES
dc.description.references Karp, D., and Yoels, W. (1976). "The college classroom: Some observations on the meanings of student participation", Sociology and Social Research 60/4, 421-439. es_ES
dc.description.references Oller, J.W., Jr. (1981). "Can affect be measured?", International Review of Applied Linguistics 19/3, 227-235. es_ES
dc.description.references Prensky, M. (2012). From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning. Thousand Oaks, CA: Corwin. es_ES
dc.description.references Reese, S. (2010). "Teaching languages to the millennial generation", The Language Educator 5/4, 34-38. es_ES
dc.description.references Rodríguez Prieto, J.P. (2008). "Creación de preguntas de preparación para promover las lecturas asignadas en cursos de contenido en lenguas extranjeras", Revista Iberoamericana de Educación 46/3, 1-10. es_ES
dc.description.references Ryan, T. (2006). "Motivating novice students to read their textbooks", Journal of Instructional Psychology 33/2, 135-140. es_ES
dc.description.references Spodark, E. (2010). "Structuring a language course to respond to millennial generation workplace characteristics", The Language Educator 5/4, 39-42. es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem