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

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

Yu Zhonggen, Chang Liu
Copyright: © 2014 |Volume: 10 |Issue: 2 |Pages: 12
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466654662|DOI: 10.4018/ijicte.2014040105
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MLA

Zhonggen, Yu, and Chang Liu. "The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom." IJICTE vol.10, no.2 2014: pp.50-61. http://doi.org/10.4018/ijicte.2014040105

APA

Zhonggen, Y. & Liu, C. (2014). The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom. International Journal of Information and Communication Technology Education (IJICTE), 10(2), 50-61. http://doi.org/10.4018/ijicte.2014040105

Chicago

Zhonggen, Yu, and Chang Liu. "The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom," International Journal of Information and Communication Technology Education (IJICTE) 10, no.2: 50-61. http://doi.org/10.4018/ijicte.2014040105

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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.

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