Abstract

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68 sixth-grade students did exercises of reading and listening based on their errors, while other 68 students–the control group–completed generic activities working on those skills. Clickers, ARS devices, were used in both groups as a tool for gathering students’ answers, and the Reduced Instructional Materials Motivation Survey (RIMMS) was employed to evaluate their influence on students’ motivation in the English subject. The results show that both groups were more motivated with the use of clickers and that the group with personalized feedback improved their receptive skills more than the control one, especially in the general information variables.

摘要

本研究首先评估学生如何通过个性化反馈来发展和提高听力和阅读技能。其次，与不使用这些电子设备的课程相比，它评估了在英语课程中使用观众反应系统 (ARS) 的激励效果。在三个课程中，68 名六年级学生根据他们的错误进行了阅读和听力练习，而其他 68 名学生（对照组）则完成了针对这些技能的通用活动。两组都使用答题器、ARS 设备作为收集学生答案的工具，并采用精简教学材料动机调查 (RIMMS) 来评估它们对学生在英语科目中的动机的影响。