Obtaining a prompt and real-time feedback from students on concepts studied in class enables any teacher to measure his teaching efficiency. Unfortunately, due to genuine shyness or cultural factors, it is not uncommon for learners to be reluctant to actively participate in class in front of their peers or teacher. Consequently, student Response Systems (SRSs) have gained in popularity with their use in and out the classroom steadily increasing over the past decade. Yet, where disciplines are concerned, studies note a dearth of research in arts regarding students’ perception on SRSs. Therefore, the aim of this study is twofold: (1) exploring student’s perception regarding an award-winning smartphone-based Audience Response System named Wooclap and (2) mitigating the shortage of studies about SRSs in Second Language Acquisition (SLA). Using a modified version of the Classroom Response System Perception (CRiSP) questionnaire, the author surveyed 137 students on the perceived impact of Wooclap on their engagement and learning. Data were collected from an online survey and focus group interviews. The results indicate that students perceive Wooclap as a learning tool that helps them to significantly improve engagement, motivation, confidence, and concentration in class. In addition, Wooclap is also perceived as an effective teaching tool for formative self-assessment of language skills, particularly grammar. Overall, the encouraging results of this research should be of interest to any foreign language teacher seeking more game-based interactivity in the classroom and enhanced learnin.
Estelle Bech, Nanyang Technological University, Singapore
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