eprintid: 42122 rev_number: 19 eprint_status: archive userid: 23303 importid: 106 dir: disk0/00/04/21/22 datestamp: 2021-02-02 09:17:25 lastmod: 2023-04-12 06:56:26 status_changed: 2023-04-12 06:56:26 type: article metadata_visibility: show creators_name: Roussel, Stéphanie creators_name: Galan, Jean-Philippe creators_idrefppn: 127676937 creators_idrefppn: 076643719 title: Can Clicker-use support learning in a dual-focused L2 German course ispublished: pub subjects: subjects_GESTION abstract: This study investigated clicker-use impact in a legal German lecture, given to 65 French students of Law in which the learning focus was both language and content. 36 participants who attended the entire course were tested. Upon their introductory session, students took a preliminary two-fold multiple-choice questionnaire involving 16 questions on legal terminology and 16 on course content. Throughout the 10- week semester, the lecturer administered all questions during regular courses. Each weekly session was conducted alternately with or without clickers. Students answered half of the questions about language and content using clickers, whereas the remaining half involved standard conditions with volunteers raising their hands to answer. At the end of their term, students took the same initial questionnaire as a post-test. A quantitative analysis was performed to assess (a) the enhancement of the acquisition of legal terminology and course content through clicker use and (b) the impact of learners' pre-test scores on learning gains regarding terminology and content with or without clickers. The clicker group outperformed the non-clicker group with regard to a post-test concerning legal terminology. The findings demonstrate that clicker use alleviates the cognitive load induced by learning both new terminology and content. date: 2018 date_type: published publisher: Center for Language Education and Research official_url: https://www.lltjournal.org/item/3080 faculty: gestion divisions: CRM language: en has_fulltext: FALSE doi: 10125/44656 view_date_year: 2018 full_text_status: none publication: Language Learning & Technology volume: vol. 22 number: n° 3 place_of_pub: Michigan, State University pagerange: 45-64 refereed: TRUE issn: 1094-3501 oai_identifier: oai:tsm.fr:1964 harvester_local_overwrite: pending harvester_local_overwrite: note harvester_local_overwrite: number harvester_local_overwrite: volume harvester_local_overwrite: creators_idrefppn harvester_local_overwrite: abstract harvester_local_overwrite: publisher harvester_local_overwrite: pagerange harvester_local_overwrite: place_of_pub harvester_local_overwrite: publish_to_hal harvester_local_overwrite: official_url harvester_local_overwrite: id_number oai_lastmod: 2023-04-05T21:29:08Z oai_set: tsm site: ut1 publish_to_hal: TRUE citation: Roussel, Stéphanie and Galan, Jean-Philippe (2018) Can Clicker-use support learning in a dual-focused L2 German course. Language Learning & Technology, vol. 22 (n° 3). pp. 45-64.