The Impact of Clickers on Students’ Foreign Language Learning
Abstract: The purpose of this paper is to report on the findings of a study examining the impact of using Clickers in classrooms on high students’ integrative motivation and self-efficacy to learn and acquire Spanish. The study involved six Spanish classes at a medium-sized, Mid-Atlantic high school. A crossover design and two surveys were used to collect data. A linear mixed model with repeated measures for month and a random intercept effect for participants was used to analyze the data. Data analyses indicated that students’ SE slightly increased while using clickers, but there was no consistent effect of clickers on students’ integrative motivation. This implies that other factors besides a particular technology use affect SE and integrative motivation and, in order to change them, a much broader kind of intervention is necessary.