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Educational Technology Research and Development

, Volume 65, Issue 6, pp 1425–1449 | Cite as

Student-generated questioning activity in second language courses using a customized personal response system: a case study

Research Article

Abstract

This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting student interaction in the L2 classroom, and sources for investigation included class observation, instructor interview, student survey, and pre/post-test. The results of this study indicated that the classroom interaction could be fostered through student-generated questioning with the support of PRS in L2 courses. In addition, there was a significant difference in students’ achievement between the pre- and post-test. The results are consistent with the findings of previous studies that student-generated questioning fosters collaborative interactions and increases frequency of student engagement. The results also suggest that the adoption of student-generate questioning with a technology support may result in promoting classroom interactions where the students are able to practice the target language through conversation with an instructor and peers.

Keywords

Questioning Student-generated questioning Second language learning Personal response system Classroom interaction 

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Copyright information

© Association for Educational Communications and Technology 2017

Authors and Affiliations

  1. 1.Department of Computer ScienceSam Houston State UniversityHuntsvilleUSA
  2. 2.Educational Technology, School of EducationSeoul National UniversitySeoulKorea
  3. 3.Department of Instructional Systems TechnologyIndiana UniversityBloomingtonUSA

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