Learning a foreign language with a learner response system: the students' perspective

Abstract

This paper reports the results of a study on the use of a learner response system (LRS) by a group of students of English as a foreign language (L2). Via a methodology that included the analysis of survey questionnaires and open-ended oral interviews, the study examined learners' perceptions of the use of an LRS by a group of 30 Brazilians learning English in a communicative classroom environment. Overall, the results are consistent with the consensus that students perceive the response system as a positive addition to their classes, as its use increases participation and the general enjoyment of classes, contributes to learning, fosters interactions, and allows learners to self-assess and compare their performance with that of their peers. Because research on LRS in L2 settings is still in its infancy, this paper contributes data and analysis that highlight the pedagogical benefits of the implementation of a response system in L2 pedagogy.

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