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This study compares how clicker use affects student participation across different EFL course periods in a secondary-school setting, using a quasi-experimental design with two groups. Group A and Group B switch clicker versus non-clicker roles over three periods. Clicker-system records and observation data show participation rises in both groups when clickers are used, while answer quality changes when clickers stop.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/clickers-in-efl-classrooms-evidence-from-two-different-uses/599873/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/clickers-in-efl-classrooms-evidence-from-two-different-uses/599873.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main goal regarding clickers in EFL classes?","Question",{"text":112,"@type":113},"To compare the effects of using clickers on student participation during different periods of EFL courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the quasi-experimental design set up?",{"text":117,"@type":113},"Twenty participants were assigned to two groups (Group A and Group B), and clicker usage was implemented and changed across three course periods.",{"name":119,"@type":110,"acceptedAnswer":120},"What happened to participation and answer correctness when clickers were used or not used?",{"text":121,"@type":113},"Both groups increased participation when using clickers. Correct answer rates decreased for Group A during non-clicker periods, and increased for Group B; after clickers stopped, participation benefits continued while answer quality declined.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599873,1792089604,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Clickers in EFL Classrooms: Evidence from Two Different Uses  \nUnal Cakiroglu  \nKaradeniz Technical University, Turkey  \nFatih Erdogdu  \nKaradeniz Technical University, Turkey  \nSeyfullah Gokoglu  \nKastamonu University, Turkey  \nReceived: 06.06.2017 Accepted: 08.03.2018 Published: 13.04.2018  \nAbstract  \nClickers as electronic response systems allow students to respond instantly to questions.  \nThe aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question– response sessions of an EFL course at a secondary school. A quasi-experimental design was used in which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10) . The implementation process is divided into three periods. In the preparation period, both of the groups did not use clickers, in the first period while the Group A used clickers, Group B continued without using clickers in the lessons. Then in the second period; in contrary, Group A and Group B students changed the roles in using the clickers; that is Group B started with clickers in the second period and Group A followed the lesson without clickers. When the clickers used the students’ participation rates were determined by clicker system records and an observation form is used when non-clickers strategies were used. As a result, even if they used clickers in different time periods both Groups A and B increased their participation rates while using clickers. Moreover, when the students in Group A were non-clickers, their correct answer rates were decreased. In contrast, when the students in Group B were non-clickers, their correct answer rates were increased. Results showed that even after students ceased to use clickers, positive effects on participation continued; however, the quality of the students’ answers declined. Along with the study findings, suggestions for clickers use in various periods of the courses are included.  \nKeywords: Participation; Clickers; Traditional response strategies; Language teaching; EFL classroom  \nIntroduction  \nParticipation in the classroom is somewhat related to the learning. Especially in large classrooms, instructors often face difficulties gaining students’ attention and they generally direct students to raise their hands for a given question or to use response cards for multiplechoice questions and encouraging their participation. Thus various approaches are implemented in order to increase students’ participation. Since, providing opportunities for  \nmeaningful engagement in classroom activities is difficult, instructors are encouraged to use active student response methods (Martyn, 2007) such as electronic response systems (ERS) or“clickers”(Lantz, 2010) . Most commonly implemented in higher education today, clickers are also gaining popularity in primary and secondary schools (Mun, Hew, & Cheung, 2009) .  \nThrough real-time feedback provided by clickers, instructors have more opportunities to manage the course (Kay & LeSage, 2009) while students have opportunities to control their learning level (Sun, 2014) . Since traditional response approaches in classrooms are considered limited for student participation (Schell, Julie, Lukoff, & Mazur, 2013), clickers are suggested with their potential for increasing participation (Scott, 2014) . Using clickers allows teachers to gather real-time feedback about students’ responses to multiple-choice questions (Lasry, 2008) . In order to determine how and when to use clickers for high-level participation, this study focuses on clicker use for participation in classroom. Accordingly, the following subsections briefly discuss the relation between students’ participation and clicker use in the instructional processes.  \nParticipation  \nParticipation is generally defined taking part in class work, homework, activity in the classroom and active in the learning process (Reschly & Christenson, 2006)","cbCaitNVdeC66X9F","https://ap.wps.com/l/cbCaitNVdeC66X9F","pdf",630906,15,"English","# Abstract\n# Introduction\n## Participation\n## Clickers as ERS Tools","[{\"question\":\"What is the study’s main goal regarding clickers in EFL classes?\",\"answer\":\"To compare the effects of using clickers on student participation during different periods of EFL courses.\"},{\"question\":\"How was the quasi-experimental design set up?\",\"answer\":\"Twenty participants were assigned to two groups (Group A and Group B), and clicker usage was implemented and changed across three course periods.\"},{\"question\":\"What happened to participation and answer correctness when clickers were used or not used?\",\"answer\":\"Both groups increased participation when using clickers. Correct answer rates decreased for Group A during non-clicker periods, and increased for Group B; after clickers stopped, participation benefits continued while answer quality declined.\"}]","Clickers in EFL Classrooms - Evidence from Two Different Uses | PDF",38]