Using Clickers in the Second-Language Classroom

Results: Our sample size is too small to draw empirical conclusions about whether clickers alone improve grades, but subjectively there was a clear improvement in the classroom dynamic when using the clicker technology. The students were engaged and enjoyed the immediate feedback and resulting peer interaction. The instant feedback also enabled the professor to recognize and address a grammatical confusion in real time. This study demonstrates that more experimentation with clicker technology is warranted in the second-language classroom.