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The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China

The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China

Yu Zhonggen
Copyright: © 2014 |Volume: 10 |Issue: 3 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466654679|DOI: 10.4018/ijicte.2014070104
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MLA

Zhonggen, Yu. "The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China." IJICTE vol.10, no.3 2014: pp.47-59. http://doi.org/10.4018/ijicte.2014070104

APA

Zhonggen, Y. (2014). The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China. International Journal of Information and Communication Technology Education (IJICTE), 10(3), 47-59. http://doi.org/10.4018/ijicte.2014070104

Chicago

Zhonggen, Yu. "The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China," International Journal of Information and Communication Technology Education (IJICTE) 10, no.3: 47-59. http://doi.org/10.4018/ijicte.2014070104

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Abstract

Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction. Gender differences were also explored. Data from 115 EFL learners showed that: (1) Clickers-based instruction significantly increased participants' satisfaction level compared with traditional multimedia-based instruction in an EFL class; (2) Clickers-based instruction significantly enhanced participants' vocabulary knowledge compared with traditional multimedia-based instruction in an EFL class; (3) Males were significantly more satisfied with clickers-based instruction than females in an EFL class and there were no significant gender differences in satisfaction levels under multimedia-based instruction; (4) Males obtained significantly more vocabulary knowledge than females under clickers-based instruction, while females obtained significantly more vocabulary knowledge than males under multimedia-based instruction.

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