Anonymous polling tools boost shy students' classroom participation
A study of language teachers found that classroom response systems—where students answer questions anonymously via their own devices—significantly increased engagement among introverted learners reluctant to speak up. For educational institutions and EdTech vendors, the finding suggests mobile-based polling tools could be a scalable way to improve participation rates across diverse student populations.
Originaltitel: Teaching dictogloss as a classroom activity to student EFL teachersusing classroom response tools
<p>This paper reports on an evaluation of a workshop to introduce dictogloss procedures to a group ofstudent EFL teachers using classroom response system (CRS) tools in a high-tech learningenvironment. Response tools allow students to interact anonymously with the projector/interactivewhiteboard (IWB) using their own devices (computer, tablet, smartphone etc) not only synchronouslyin the classroom but also remotely and asynchronously. For shyer, more introverted studentsreluctant to participate orally in the lesson, interaction via their own mobile devices permits analternative avenue towards a more active participation in classroom lessons. The response tool usedwas Wooclap which was fully integrated into the students’ Moodle VLE. Dictogloss is a well-established listening comprehension activity based on dictation in which a short text read to learnersis re-constructed and reformulated in pairs. The activity permits a focus on linguistic form withinthe context of a communicative classroom. Results from the three response tasks indicated a highlevel of involvement and response among the student teachers.</p>