Impact of Personal Response System (PRS) on Iranian EFL Learners’ Performance, Class Communication and Comfort Level
محورهای موضوعی : Research PaperSamad Oliaei 1 , Mostafa Zamanian 2 , Samad Mirza Suzani 3 , Shahram Afraz 4
1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of English, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4 - Department of English Language, Qeshm Branch, Islamic Azad
University, Qeshm, Iran
کلید واژه: Technology, Personal Response System (PRS), Class Communication, Comfort Level, English Language Performance,
چکیده مقاله :
The current study aimed at investigating the impact of Personal Response System (PRS) on Iranian EFL learners’ English language performance, class communication, and comfort level. To this purpose, a mixed methods design was used. The participants comprised 60 male-female Iranian grade eight junior students studying at Bahonar secondary school, Kazeroon, Iran. They were selected through convenient sampling method from two intact classes and divided into two experimental and control groups. The needed data was collected using the following instruments: Oxford Placement Test (OPT), Preliminary English Test (PET), Observation Checklist, and PRS. The two groups of the participants attended twelve English class sessions of the high school once a week. The only difference between the two groups was that during the class sessions, the experimental group attended PRS. Data analysis was conducted through descriptive statistics, independent samples t-tests and qualitative content analysis of the observation data. The results showed that PRS had a statistically significant impact on English language performance, class communication, and comfort level of Iranian EFL learners. Accordingly, EFL teachers are recommended to use this tool in an attempt to enhance EFL learners' general English language performance.
Abrahamson, L. (2006). A brief history of networked classrooms: Effects, cases, pedagogy and implications, in Banks, D.A. (Ed) audience response systems in higher education: applications and cases. Idea Group Inc.
Abu Nabah, A., Hussain, J., Al-Omari, A., & Shdeifat, S. (2009). The impactof computer assisted language learning in teaching english grammar on the achievement of secondary students in Jordan. The International Arab Journal of Information Technology, 6(4), 431-440
Agca, R.K., & Ozdemir, S. (2012). Foreign language vocabulary learning with mobile technologies. Procedia - Social and Behavioral Sciences, 83, 781 – 785.
Ahmad, N., & Al-Khanjari, Z. (2011). Impactof Moodle on learning: An Oman perception. International Journal of Digital Information and Wireless Communications, 1(4), 746-752.
Anbarestani, M. (2009). The effects of CALL programs on expanding lexical knowledge of EFL learners among iranian intermediate-level student. Retrieved from ganj.irandoc.i.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Orlando, FL: Harcourt Brace College Publishers.
Ayari, M.A., Ayari, S., & Ayari, A. (2012). Effects of use of technology on students' motivation. Journal of Teaching and Education, 1(2), 407-412.
Celce-Murcia, M.; Dörnyei, Z.; & Thurrell, S. (1997). Direct approaches in second language instruction: A turning point in communicative language teaching? TESOL Quarterly, 31(31), 141-152.
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445-454.
D’Inverno, R., Davis, H., & White, S. (2003). Using a personalresponse system for promoting student interaction. TEACHING MATHEMATICS AND ITS APPLICATIONS, 22(4), 163-169.
Dooley, K. (2009). Intercultural conversation: Building understanding together. Journal of Adolescent & Adult Literacy, 52(6), 497-506.
Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge, UK: Cambridge University Press.
Elyasi, L., & Pourkalhor, O. (2014). The impactof recorded instructional TV programs and traditional teaching on Iranian high school students. Asian Journal of Management Sciences & Education, 3 (3), 125-131.
Fahmi Bataineh, R., & Barjas Mayyas, M. (2017). The utility of blended learning in EFL reading and grammar: a case for Moodle. Teaching English with Technology, 17(3), 35-49.
Finkbeiner, C. (2001). One and all in CALL? Learner-moderator-researcher. Computer Assisted Language Learning, 14(3-4), 339-361.
Francis, J. (2017). The Effects Of Technology On Student Motivation And Engagement In Classroom-Based Learning. Doctoral dissertation. The College of Graduate and Professional Studies, the University of New England.
Gibson, S. (2008). Reading aloud: A useful learning tool? ELT Journal, 62(1), 118-130.
Greene, N. (2013). Computer Assisted Language Learning (CALL) for the inclusive classroom. Retrieved from Theses/Dissertations/ Professional Papers.
Guthrie, J., Wigfield, A., & VonSecker, C. (2000).Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 75-96.
Halat, E. (2013). Experience of elementary school students with the use of WebQuests. Mevlana International Journal of Education, 3(2), 68–76. Retrieved from ERIC database. (ED543594).
Harris, J., Al-Bataineh, M., & Al-Bataineh, A. (2016). One to one technology and its impacton student academic achievement and motivation. Contemporary educational technology, 7(4), 368-381.
Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4, 42–53. Retrieved from http://www.citejournal.org/.
Heaslip, G., Donovan, P., & Cullen, J. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1) 11-24.
Ibarz, T., & Webb, S. (2007). Listening to learners to investigate the viability of technology driven ESOL pedagogy. Innovation in Language Learning and Teaching, 1(2), 68-79.
Jan, M., Soomro, S.A., & Ahmad, N. (2017). Impact of social media on self-esteem. European Scientific Journal, 13(23), 329-341.
Jerald, C. D. (2008). Benchmarking for success: Ensuring U.S. students receive a world class education. National governors association. Retrieved from files.eric.ed.gov/fulltext/ ED 504084.pdf.
Junn, E. (1994). Pearls of wisdom: Enhancing student class participation with an innovative exercise. Journal of Instructional Psychology, 21(4), 385-387.
Kamalian, A., & Sayadian, S. (2014) .The role of text messaging in an Iranian EFL vocabulary learning and motivation. Science Journal of Education, 2(4), 101-107.
Kareva, V. (2017). The influence of classroom communication on student commitment to the university. European Scientific Journal, 7(26), 90-104.
Kay, R., LeSage, A. & Knaack, L. (2010). Examining the use of audience response systems in secondary school classrooms: A formative analysis. Journal of Interactive Learning Research, 21(3), 343-365.
Khine, M., Fraser, B., Afari, E., Oo, Z., & Kyaw, Th. (2017). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environ Res, 135-149.
Krashen, S.D. (1982). Principles and practice in second language acquisition. NewYork: Pergamon Press Inc.
Loss, J. (2000). The communications contract. The Internal Auditor, 57(6), 88-95.
Murray, L.M. (2016). The impactof using technology on the Motivation of Second and Third Grade Science Students. Master thesis. Goucher College. Graduate Programs in Education.
Najmi, K. (2015).The impactof mobile-assisted language learning on guided writing skill of Iranian upper inter-mediate learners. Journal of Applied Linguistic and Language Research, 2(4), 42-52.
Narciss, S., & Koerndle, H. (2008). Benefits and constraints of distributed cognition in foreign language learning: Creating a web-based tourist guide for London. Journal of Research on Technology in Education. 40(3), 281-307.
Ogundokun, M. O., & Adeyemo, D. A. (2010). Emotional intelligence and academic achievement: The moderating influence of age, extrinsic motivation. Journal of the African Educational Research Network, 10(2), 128-141.
Oxford Advanced Learner’s Dictionary, 7th Edition. (2005). Oxford University Press.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
Puteh M., Che Ahmad C. N., Mohamed Noh N., Adnan M., and Ibrahim M. H. (2015). The Classroom Physical Environment and Its Relation to Teaching and Learning Comfort Level. International Journal of Social Science and Humanity, Vol. 5, No. 3, March 2015
Richards, J.C., & Schimidt, R. (2002) Longman dictionary of language teaching and applied linguistics (4th Ed). Pearson Publication.
Sahin, M. (2009). Second language vocabulary acquisition in synchronous computer-mediated communication. Eurasian Journal of Educational Research, 34,115-132.
Sidman-Taveau, R.L. (2005). Computer-assisted project based learning in second language: Case studies in adult ESL. Retrieved from https://www.lib.utexas.edu/etd/d/2005/ sidmantaveaur63568/sidmantaveaur63568.pdf.
Solorzano, R.W. (2008). High stakes testing: issues, implications, and remedies for English language learners. Retrieved from https:// www. researchgate. net/ publication/ 249798038_High_Stakes_Testing_Issues_Implications_and_Remedies_for_English_Language_Learners
Stuart, S. A. J., Brown, M. I., & Draper, S. W. (2004). Using an electronic voting system in logic lectures: one practitioner’s application. Journal of Computer Assisted Learning, 95-102.
Susak, M. (2016). Factors that Affect Classroom Participation. MA thesis. Department of Service Systems College of Applied Science and Technology. Rochester Institute of Technology-Croatia.
Taous, B. (2013). The role of classroom interaction in improving the students' speaking skill. Master thesis. Biskra University. Faculty of letters and Languages. Department of foreign languages.
Thornton, P. (2011). To what extent do personal response systems benefit learning and teaching within higher education environment? Worceter Journal of Learning and Teaching, 6, 66-75.
Titman, A.C., & Lancaster, G.A. (2011). Personal response systems for teaching postgraduate statistics to small groups. Journal of Statistics Education, 9(2), 1-20.
Verdugo, R., & Flores, B. (2007). English-language learners: Key issues. Retrieved from https://journals.sagepub.com/doi/10.1177/0013124506294852.
Wahyudi, M., & Treagust, D.F. (2017). Learning environment and students’ outcomes in science classes in Indonesian lower secondary schools. Journal of science and mathematics education in S.E. Asia, 27(1), 139-165.
Yusof, A.M. (1984).The relationships between family communication, self-concept, andacademic achievement of adolescents in some schools of Petaling Jaya, Malaysia.Unpublished thesisWestern Michigan University, Michigan.