Student-generated questioning activity in second language courses using a customized personal response system: a case study

This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience...

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Bibliographic Details
Published in:Educational technology research and development 2017-12, Vol.65 (6), p.1425-1449
Main Authors: Song, Donggil, Oh, Eun Young, Glazewski, Krista
Format: Article
Language:English
Subjects:
Audience Response Systems
Case Studies
Classrooms
College Faculty
College Students
Education
Educational Technology
Interaction
Interviews
Learner Engagement
Learning and Instruction
Pretests Posttests
Questioning Techniques
RESEARCH ARTICLE
Second Language Instruction
Student Experience
Student Surveys
Teachers
Technology Uses in Education
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Summary:This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting student interaction in the L2 classroom, and sources for investigation included class observation, instructor interview, student survey, and pre/post-test. The results of this study indicated that the classroom interaction could be fostered through student-generated questioning with the support of PRS in L2 courses. In addition, there was a significant difference in students' achievement between the pre- and post-test. The results are consistent with the findings of previous studies that student-generated questioning fosters collaborative interactions and increases frequency of student engagement. The results also suggest that the adoption of student-generate questioning with a technology support may result in promoting classroom interactions where the students are able to practice the target language through conversation with an instructor and peers.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-017-9520-7