Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/145226
Title: The efficacy of clickers in second language classroom - promoting interaction in Korean as a foreign language
Authors: Ryoo, Agnes Hye Jin
Keywords: Humanities::Language
Issue Date: 2015
Source: Ryoo, A. H. J. (2015). The efficacy of clickers in second language classroom - promoting interaction in Korean as a foreign language. Proceedings of the 7th International Conference on Computer Supported Education (CSEDU-2015), 1, 323–327. doi:10.5220/0005448103230327
Abstract: In second language acquisition active interaction in classroom plays an important role. In light of this, L2 classroom would benefit with the help of learning tools which helps learners to express their level of understanding during the process of learning itself. This study introduced LRSs as an effective tool in prompting learners’ output during classroom interactions and ultimately promoting foreign language learning. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. The learning achievement of learners in the experimental group was found higher than the learners’ in a control group. This study also explores the adult Korean language learners’ perceptions of the use of LRSs in learning languages using a combination of quantitative and qualitative research instrument.
URI: https://hdl.handle.net/10356/145226
ISBN: 978-989-758-108-3
DOI: 10.5220/0005448103230327
Rights: © 2015 SCITEPRESS (Science and Technology Publications, Lda.). All rights reserved. This paper was published in Proceedings of the 7th International Conference on Computer Supported Education (CSEDU-2015) and is made available with permission of SCITEPRESS (Science and Technology Publications, Lda.).
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:SoH Conference Papers

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