We're pleased to present the latest issue of The Prospect (Issue 8), a CNDLS publication designed to highlight innovative teaching practice at Georgetown.
Susan Pennestri recently co-authored a chapter in A Psycholinguistics Approach to Technology and Language Learning titled “Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development”, in which she investigates the pedagogical utility of learner response systems, or ‘clickers’, as a novel means of providing feedback to learners in second language (L2) classroom settings. Despite the increasing use and evaluation of clickers in higher education, investigation of clicker-based L2 instruction remains scarce with only a few studies reporting on learner perceptions of their effectiveness. With this gap in mind, this chapter explores the effectiveness of clicker-based feedback on learning the preterite/imperfect aspectual distinction in Spanish by beginning L2 learners enrolled in 7 intact classes. Learners’ immediate development in interpretation, production, and generalization abilities is statistically analyzed, and theoretical and pedagogical implications for psycholinguistic L2 research and instruction are considered.
Susan Pennestri recently co-authored a chapter in A Psycholinguistics Approach to Technology and Language Learning titled “Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development”, in which she investigates the pedagogical utility of learner response systems, or ‘clickers’, as a novel means of providing feedback to learners in second language (L2) classroom settings. Despite the increasing use and evaluation of clickers in higher education, investigation of clicker-based L2 instruction remains scarce with only a few studies reporting on learner perceptions of their effectiveness. With this gap in mind, this chapter explores the effectiveness of clicker-based feedback on learning the preterite/imperfect aspectual distinction in Spanish by beginning L2 learners enrolled in 7 intact classes. Learners’ immediate development in interpretation, production, and generalization abilities is statistically analyzed, and theoretical and pedagogical implications for psycholinguistic L2 research and instruction are considered.
