Using Clickers in the Second-Language Classroom : Teaching the passé composé and imparfait in French

Abstract

Learner response systems, or ‘clickers’ have been
widely used in large science classes, but are just now finding their
way into smaller classes and more specifically into secondlanguage
classes.
Aims and methods: This paper represents the findings of a pilot
project undertaken to determine whether clicker technology use
can enhance language acquisition in our French language
classrooms. I demonstrate the methodology used to help students
distinguish between the passé composé and imparfait tenses by
employing clicker technology during a 90-minute lecture.
Results: Our sample size is too small to draw empirical
conclusions about whether clickers alone improve grades, but
subjectively there was a clear improvement in the classroom
dynamic when using the clicker technology. The students were
engaged and enjoyed the immediate feedback and resulting peer
interaction. The instant feedback also enabled the professor to
recognize and address a grammatical confusion in real time.
This study demonstrates that more experimentation with clicker
technology is warranted in the second-language classroom.