Show/Hide Menu
Hide/Show Apps
anonymousUser
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Frequently Asked Questions
Frequently Asked Questions
Communities & Collections
Communities & Collections
Investigating the effect of student response system supported think-pair-share pedagogy on preparatory school efl students’ vocabulary achievement
Download
index.pdf
Date
2015
Author
Çelik, Sercan
Metadata
Show full item record
Item Usage Stats
8
views
2
downloads
The educational potentials of using mobile technologies in higher education classrooms where English acts as a lingua franca among all nations are growing. The needs have emerged to understand and integrate educational technologies into these classrooms. The purpose of this study was to investigate the effect of Student Response System (SRS) supported Think-Pair-Share pedagogy on vocabulary achievement of EFL students in a private university in Turkey. 154 students and 7 instructors were selected from 4 intermediate and 4 upper intermediate classrooms according to convenience sampling. For this mixed-methods research, the data were collected through vocabulary achievement tests, the perception survey, and semi-structured interviews conducted with students and instructors. Quantitative data analysis was performed with independent samples test using the Mann-Whitney U test and qualitative data were decoded following grounded theory. The analysis of the vocabulary achievement test revealed that SRS supported Think-Pair-Share pedagogy resulted in higher vocabulary achievement. The analysis of interviews with students and instructors revealed that SRS experience increased engagement and concentration of students on in-class activities, provided better quality feedback for both instructors and students, fostered self-confidence and resulted in an increased sense of cooperation and competition among students. Both instructors and students reported that using SRS was a positive experience for both parties. Findings in this study add to deepening SRS literature and present practice-oriented recommendations for classroom teachers. This study presents recommendations for future research on SRS supported vocabulary development, vocabulary retention, and to prep school and undergraduate program curriculum designers in ELT, pre-service and in-service teacher education programs.
Subject Keywords
English language
,
Computer-assisted instruction.
,
Mobile communication systems.
,
Teaching
,
Vocabulary.
URI
http://etd.lib.metu.edu.tr/upload/12619511/index.pdf
https://hdl.handle.net/11511/25166
Collections
Graduate School of Social Sciences, Thesis