Education Quarterly Reviews
ISSN 2621-5799
Published: 15 December 2022
The Effects of Plickers on English Vocabulary Achievement, Motivation and Anxiety
Nuri Babacan, Çetin Güler
The Ministry of National Education (Turkey), Yüzüncü Yıl University (Turkey)
Download Full-Text Pdf
10.31014/aior.1993.05.04.648
Pages: 617-630
Keywords: Plickers, Foreign Language, Anxiety, Motivation, Vocabulary
Abstract
The purpose of this research is to examine whether the use of Plickers in English language teaching has any effects on students' motivation, anxiety and academic achievement. In this context, this study was held with 61 students studying in the ninth grade of a high school that is located in a rural region in the east part of Turkey. In this research, the effects of Plickers tool on students' vocabulary learning motivation, anxiety and academic achievement within the scope of English lessons were discussed. The result of the analysis showed that the motivation and academic achievement of the study group increased significantly compared to the control group. A significant increase was seen in the control group students while a significant decrease was found in the experimental group students in terms of the anxiety variable.
References
Abbasova, M., ve Mammadova, N. (2019). The Role of Digital Technology in English Language Teaching in Azerbaijan.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3 (3), 21-34.
Asrifan, A., Zita, C. T., Vargheese, K., Syamsu, T., ve Amir, M. (2020). The Effects of Call (Computer Assisted Language Learning) Toward the Students’english Achievement And Attitude. Journal of Advanced English Studies, 3(2), 94-106.
Aydın, S. (2020). The effects of the use of Quizlet on vocabulary learning motivation. Language, 2 (1), 16-25.
Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9 (4), 849-855.
Bank, T. (2012). Mobile Phone Access Reaches Three Quarters of Planet’s Population. World Bank Group Press Release, 15.
Basoglu, E. B., ve Akdemir, O. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology-TOJET, 9(3), 1-7.
Becirovic, S. (2020). Motivation, anxiety and students’ performance. Ahmetović, E., Bećirović, S., and Dubravac, 2020, 271-289.
Bolatli, G., ve Kizil, H. (2021). The effect of mobile learning on student success and anxiety in teaching genital system anatomy. Anatomical Sciences Education.
Bradley, T. J. (2020). Exploring the Effects of an Asynchronous Professional Development with the SAMR Integration Model on High School Teachers’ Technology Integration in the Classroom: An Action Research Study.
Burch, Z. A., ve Mohammed, S. (2019). Exploring Faculty Perceptions about Classroom Technology Integration and Acceptance: A Literature Review. International Journal of Research in Education and Science, 5(2), 722-729.
Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Turkey: Pegem.
Cavus, N., ve Ibrahim, D. (2009). m‐Learning: An experiment in using SMS to support learning new English language words. British journal of educational technology, 40(1), 78-91.
Chall, J. S. (1987). Two vocabularies for reading: Recognition and meaning.
Chen, C.-M., ve Li, Y.-L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chen, X. (2015). A tentative study of vocabulary learning anxiety in college English learning in China. International Journal of English Linguistics, 5(1), 104.
Chhabra, S. (2020). ICTs for Advancing Rural Communities and Human Development: Addressing the Digital Divide. Technology, 371.
Chng, L., ve Gurvitch, R. (2018). Using Plickers as an assessment tool in health and physical education settings. Journal of Physical Education, Recreation & Dance, 89(2), 19-25.
Daradkah, H. M. (2020). The Effectiveness of Using Plickers Program in Structural Assessment for the Development of Achievement and Motivation Towards it for the Third Grade Primary Students in the Kingdom of Bahrain. Journal of Educational & Psychological Sciences, 21(2).
Deci, E. L., ve Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.
Demir, S., ve Eren, E. (2020). Değerlendirme Aracı Olarak Oyunlaştırma Platformlarının Kullanımının Öğrencilerin Derse Katılım ve Motivasyonlarına Etkisi [The Effect of Using Gamification Platforms as an Assessment Tool on Students' Class Participation and Motivation]. Asya Öğretim Dergisi, 8(1), 47-65.
Deregözü, A. (2020) Türkiye Ve Avrupa’da Yabanci Dil Eğitimi: Bir Durum Değerlendirmesi [Foreign Language Education in Turkey and Europe: A Situational Evaluation]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (58), 501-521.
Dugard, P., & Todman, J. (1995). Analysis of pre‐test‐post‐test control group designs in educational research. Educational Psychology, 15(2), 181-198.
Ersoy, B. G., ve Boyacı, Ş. D. B. (2018). Sözcük Öğrenme Motivasyonu Ölçeği (SÖMÖ): Geçerlik ve Güvenirlik Çalışması [Vocabulary learning motivation scale (VLMS): Validity and reliability study]. Elementary Education Online, 17(1).
Fortney, J. T., ve Wells, M. R. (2017). Using Plickers to enhance student learning in high school biology.
Froese, A. D., Carpenter, C. N., Inman, D. A., Schooley, J. R., Barnes, R. B., Brecht, P. W., ve Chacon, J. D. (2012). Effects of classroom cell phone use on expected and actual learning. College Student Journal, 46(2), 323-332.
Gardner, R., Gardner, R., Gardner, R., Gardner, R. C., Gardner, R., Gardner, C., ve Gardner, G. (1985). Social psychology and second language learning: The role of attitudes and motivation.
George, D., ve Mallery, M. (2003). Using SPSS for Windows step by step: a simple guide and reference.
Harris, A. L., ve Rea, A. (2019). Web 2.0 and virtual world technologies: A growing impact on IS education. Journal of Information Systems Education, 20(2), 3.
Horwitz, E., Horwitz, M., ve Cope, J. (1986). Foreign language classroom anxiety The Modern Language Journal, 70 (2), 125‐132. In.
Huang, Y.-M., ve Huang, Y.-M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational technology research and development, 63(5), 691-708.
Huang, Y.-M., Lin, Y.-T., ve Cheng, S.-C. (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers & Education, 54(1), 47-58.
Hwang, G. J., ve Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70.
Huyen, N. T. T., ve Nga, K. T. T. (2003). Learning vocabulary through games. Asian EFL journal, 5 (4), 90-105.
Jarvis, H. (2005). Technology and change in English language teaching (ELT). Asian EFL journal, 7(4), 213-227.
Kent, D. (2019). Plickers and the Pedagogical Practicality of Fast Formative Assessment. Teaching English with Technology, 19(3), 90-104.
Kim, K., ve Kim, E. (2012). The results of 2011 teacher evaluations. Seoul: Korean Educational Development Institute.
Korkmaz, Ö., Vergili, M., Çakır, R., ve Erdoğmuş, F. U. (2019). Plickers Web 2.0 ölçme ve değerlendirme uygulamasının öğrencilerin sınav kaygıları ve başarıları üzerine etkisi [The effect of Plickers Web 2.0 assessment and evaluation application on students' exam anxiety and success]. Gazi Eğitim Bilimleri Dergisi, 5(2), 15-37.
Kozikoğlu, İ., ve Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Krause, J. M., O'Neil, K., ve Dauenhauer, B. (2017). Plickers: A formative assessment tool for K–12 and PETE professionals. Strategies, 30(3), 30-36.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
Kukulska-Hulme, A. (2012). Mobile-assisted language learning.
Kukulska-Hulme, A., ve Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Lee, C.-C., Hao, Y., Lee, K. S., Sim, S. C., ve Huang, C.-C. (2019). Investigation of the effects of an online instant response system on students in a middle school of a rural area. Computers in human behavior, 95, 217-223.
Macaskill, W., ve Owen, D. (2006). Web 2.0 to go. Paper presented at the Proceedings of LIANZA Conference.
MacIntyre, P. D., ve Gardner, R. C. (1989). Anxiety and Second-Language Learning: Toward a Theoretical Clarification*. Language learning, 39(2), 251-275. doi:10.1111/j.1467-1770.1989.tb00423.x
Martínez Casanova, L. (2018). Fostering Grammar and vocabulary through ICTs: a didactic proposal in a secondary school classroom.
Masita, M., ve Fitri, N. (2020). The Use of Plickers for Formative Assessment of Vocabulary Mastery. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 311-320.
Miangah, T. M., ve Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel systems, 3, 309-319.
Michael, E. A., Ejeng, I. E. A., Udit, M. A., ve Yunus, M. M. (2019). The Use of Plickers for Language Assessment of Reading Comprehension. International Journal of Academic Research in Business and Social Sciences, 9(1), 637-645.
Miller, H. B., ve Cuevas, J. (2017). Mobile learning and its effects on academic achievement and student motivation in middle grades students. International Journal for the Scholarship of Technology Enhanced Learning, 1(2), 91-110.
Nation, I. S. (2013). Learning vocabulary in another language Google eBook: Cambridge University Press.
Nawaila, M., Kanbul, S., ve Alhamroni, R. (2020). Technology and english language teaching and learning: a content analysis. Journal of Learning and Teaching in Digital Age, 5(1), 16-23.
Nguyen, H. T. B. (2019). An Action Research on Using Plickers in English Language Classrooms at a High School. Paper presented at the VietTESOL International Convention 2019.
Nguyen, V. H. (2018). Learner autonomy: an experimental study of language learning strategies, learning attitudes and motivation through computer assisted language learning (call) among Vietnamese college students. University of Southern Queensland,
Noels, K. A., Clément, R., ve Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Noels, K. A., Pelletier, L. G., Clément, R., ve Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.
Önem, E. E. (2015). A study on the effects of meditation on anxiety and foreign language vocabulary learning. Journal of Language and Literature Education, 15, 149-162.
Özbay, M. (2010). Türkçe öğretimi yazıları. Ankara: Öncü Kitap.
Park, H., Filback, R. A., ve Crawford, J. (2020). Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction. In Optimizing Higher Education Learning Through Activities and Assessments(pp. 307-327): IGI Global.
Prensky, M. (2001a). Digital natives, digital immigrants. On the horizon, 9(5).
Prensky, M. (2005). What can you learn from a cell phone? Almost anything! Innovate: Journal of Online Education, 1(5).
Rachmawati, D. L., Fadhilawati, D., ve Setiawan, S. (2020). The Implementation of Computer-Assisted Language Learning (CALL) in the EFL Setting: A Case Study in a Secondary School in Indonesia. English Teaching Journal: A Journal of English Literature, Language and Education, 8(2), 91-102.
Rahimi, M., ve Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.
Rao, P. S. (2019). The Role of English as a Global Language. Research Journal of English (RJOE), 4(1).
Ruthven, K., Hennessy, S., ve Deaney, R. (2005). Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers. Computers & Education, 44(1), 1-34.
Ryan, R. M., ve Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Saito, Y., Garza, T. J., ve Horwitz, E. K. (1999). Foreign language reading anxiety. The modern language journal, 83(2), 202-218.
Sandberg, J., Maris, M., ve De Geus, K. (2011). Mobile English learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347.
Saran, M., Seferoğlu, G., ve Çağıltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181-190.
Sasmiko, A. R., Noni, N., ve Salija, K. (2019). The Use of Plickers to Enhance Students’ English Reading Comprehension at SMP Muhammadiyah 6 Makassar. In.
Sato, T., Matsunuma, M., ve Suzuki, A. (2013). Enhancement of automatization through vocabulary learning using CALL: Can prompt language processing lead to better comprehension in L2 reading? ReCALL, 25(1), 143-158.
Seal, K. C., ve Przasnyski, Z. H. (2001). Using the World Wide Web for teaching improvement. Computers & Education, 36(1), 33-40.
Selli Hernawati, S. (2019). Technology Integration In A Secondary Vocational Efl Classroom: Process, Challenges And Perception. Universitas Pendidikan Indonesia,
Silva, J. B., Silva, I. N., ve Bilessimo, S. M. S. (2020). Technological structure for technology integration in the classroom, inspired by the maker culture. Journal of Information Technology Education: Research, 19, 167-204.
Singh, G. K. J. (2020). Plickers In The History Classroom. Jurnal Refleksi Kepemimpinan(JILID III).
Song, Y., ve Fox, R. (2008). Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3), 290-314.
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.
Stockwell, G. (2012). Mobile-assisted language learning. Contemporary computer-assisted language learning, 16(3), 24-31.
Su-chun, X. (2012). A study on the relationship between language learning anxiety and learning strategy use of university students in the computer-based environment. Comput.-Assist. Foreign Lang. Educ, 23, 14.
Sun, Y.-C., ve Yang, F.-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219.
Sung, Y.-T., Chang, K.-E., ve Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational research review, 16, 68-84.
Tabachnick, B., ve Fidell, L. (2013). BG Tabachnick. LS Fidell using multivariate statistics (sixth ed.) Pearson, Boston.
Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65, 130-138.
Tavakoli, H., Lotfi, A. R., Biria, R., ve Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1), 1580916.
Thornton, P., ve Houser, C. (2005). Using mobile phones in English education in Japan. Journal of computer assisted learning, 21(3), 217-228.
Tuncer, M., ve Şimşek, M. (2019). Ortaokul 5. sınıf matematik dersi bölme işlemi konusunda Plickers uygulamasının matematik kaygısına ve matematik başarısına etkisi [The effect of Plickers application on mathematics anxiety and mathematics achievement in middle school 5th grade mathematics lesson division process The effect of Plickers application on mathematics anxiety and mathematics achievement in middle school 5th grade mathematics lesson division process]. OPUS Uluslararası Toplum Araştırmaları Dergisi, 13(19), 281-310.
Wang, H.-C., Huang, H.-T., ve Hsu, C.-C. (2015). The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning. Taiwan Journal of TESOL, 12 (2), 1-40.
Warschauer, M. (2000). The changing global economy and the future of English teaching. Tesol Quarterly, 34(3), 511-535.
Wood, T. A., Brown, K., ve Grayson, J. M. (2017). Faculty and student perceptions of Plickers.Paper presented at the ASEE Zone II Conference. Retrieved from http://zone2. asee. org/sessions/program/3/84. pdf [in English].
Yang, J. (2013). Mobile assisted language learning: review of the recent applications of emerging mobile technologies. English Language Teaching, 6(7), 19-25.
Yang, Z. (2020). A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning. Theory and Practice in Language Studies, 10(4), 439-444.
Ybarra, R., ve Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9(3), 1-5.
Yeşilbağ, S., Korkmaz, Ö., ve Çakir, R. (2020). The effect of educational computer games on students’ academic achievements and attitudes towards English lesson. Education and Information Technologies, 25, 5339-5356.
York, J., Shibata, K., Tokutake, H., ve Nakayama, H. (2021). Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction. ReCALL, 33(1), 49-70.
Zhao, A., Guo, Y., Biales, C., ve Olszewski, A. (2016). Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading. Reading in a Foreign Language, 28(2), 224-245.
Zhao, A., Guo, Y., ve Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.
Zou, D., Huang, Y., ve Xie, H. (2019). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 1-27.