The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

View Sample PDF

Author(s): Yu Zhonggen (Hohai University, China & Zhejiang Yuexiu University of Foreign Languages, China)
Copyright: 2017
Pages: 14
Source title: Exploring the New Era of Technology-Infused Education
Source Author(s)/Editor(s): Lawrence Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-5225-1709-2.ch010

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom on the publisher's website for pricing and purchasing information.

Abstract

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

The IRMA Community

Research IRM

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

Purchase

Abstract

Related Content

IRMA Sponsors