Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Learning Students

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ACKNOWLEDGEMENT

I would like to thank my supervisors, friends and family, without their support this research study would not have been possible.

DECLARATION

I adjudge that the entire content of this dissertation is entirely my own work; the content used in this dissertation has not been submitted before in any educational institution and represents my own opinion.

Signed __________________ Date _________________

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

CHAPTER 1: INTRODUCTION1

Background of the study1

Technology Use with English Language Learners1

Clickers3

Purpose Statement4

Research Objectives4

Research Question4

CHAPTER 2: LITERATURE REVIEW5

Introduction5

Student Response Systems5

Advantages9

Disadvantages11

CHAPTER 3: METHODOLOGY13

Research Design13

Sampling14

Participants14

Instruments14

Measuring Student English Learning14

Measuring Student Engagement in English language15

CHAPTER 4: ANALYSIS AND DISCUSSION17

Data analysis17

English Learning17

Student Engagement in learning English language- Quantitative19

Self Reflection Surveys21

End of Unit Perception Survey26

Secondary Findings36

Discussion37

Interpret Findings37

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS39

Recommendations41

REFERENCES43

APPENDIX45

CHAPTER 1: INTRODUCTION

Background of the study

Technology Use with English Language Learners

As in other sectors of society, education, and business, the use of technology has become increasingly common in adult education programs; but, selecting the most effective and appropriate technology tools is complicated because such a variety of hardware and programs exist (Salemi, 2009). A critical issue in selecting technology tools is that the task of acquiring a second language should not made more difficult by using unnecessary and complicated tools. Consideration of second language acquisition theory as the foundational framework for the use of technology with second language learners may help to ensure that pedagogy takes precedence over the tools used for instruction.

The use of technology may serve two functions in the instruction of adult English language learners: appropriate tools may facilitate second language acquisition, and current technology skills and knowledge may contribute to adult English language learners' academic and professional opportunities (Wood, 2004). Many research studies have been conducted on the use of technology in the instruction of English language learners. However, a technology tool that may hold promise to enhance instruction of adult English language learners that has not been studied with this population is audience response systems, also referred to as clickers. In addition to the rapidly increasing numbers of English language learning High school students in the United States, Zaremba and Dunn, (2004) reported that English language learners compose the fastest growing segment of learners in adult education programs. Adult English language learners' educational needs are not being adequately met, as evidenced by high dropout rates from adult education programs and low levels of achievement. Schrand, (2008) stressed that there is a critical lack research on adult English language learners. Adult English language learners were said to be motivated to learn English because of their awareness of English fluency in order to function socially; however, they were also described as being more anxious than younger learners because of worry about making mistakes, losing face, criticism, negative evaluation, and judgmental remarks (Nichol and Boyle, 2003). Adults especially can experience apprehension because they cannot present themselves in the new language as they can in their native language. Relevant, task-based learning experiences were advocated for English ...