Using Mentimeter to Elicit Student Responses in the EAP/ESP Classroom

Moorhouse, Benjamin Luke; Kohnke, Lucas

doi:10.1177/0033688219890350

Cited by 51 publications

(42 citation statements)

References 4 publications

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“…ESP teaching and learning through the use of technology has been prevalent as indicated in some previous studies (Moorhouse & Kohnke, 2020;Nickerson, 2018;Yang, 2016). However, even though the ESP students in this study are digital native, it is surprising that they are not technologically savvy, especially with using technology for learning purpose.…”

Section: Students' Various Level Of Literacy In the Use Of Technologymentioning

confidence: 66%

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Iswati

2021

Eralingua

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Abstract. Online classes have been rampant since the global spread of COVID-19. ESP teaching in higher education institutions is no exception, following the national government’s call to employ an online mode of teaching. Although technology has been long used to facilitate the teaching-learning process, the practice of online teaching is not without problems. Thus, this study was aimed at investigating ESP teachers’ strategies to make effective lessons delivery, optimize students class participation, and what challenges were emergent during their online teaching. The participants of this study were six ESP teachers in five private and one state universities who teach in various non-English departments. Data were gathered through interviews via WhatsApp. The findings showed that the strategies employed by ESP teachers were among others: ensuring instruction clarity, employing various learning platforms, virtual grouping, using authentic materials, etc. To optimize students’ online class participation was done by scoring students’ active participation, not giving non-doable tasks, using more asynchronous than synchronous method, etc. The challenges are having inconsistent internet connection, teaching while taking care for children, difficulty in monitoring students’ progress, etc. The findings imply the need of serious attention from higher education institutions in conducting ESP online teaching during this pandemic as it requires not only technical preparedness, but also most importantly the human aspect involved in it. Keywords: strategies, challenges, online teaching, ESP, pandemic

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Section: Students' Various Level Of Literacy In the Use Of Technologymentioning

confidence: 66%

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Iswati

2021

Eralingua

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“…The Mentimeter programme is often used to survey opinion and to identify popular answers. In addition, it was used in pedagogy for the purpose of enhancing learners' engagement (Mayhew, 2019;Moorhouse & Kohnke, 2020;Rudolph, 2018;Vallely & Gibson, 2018). In the present study, the participants were asked to give three words that they thought described the data-driven hospitality lexis learning programme.…”

Section: Mentimeter Inspectionmentioning

confidence: 99%

Implementation of a Data-Driven Hospitality Lexis Learning Programme

Laosrirattanachai¹,

Ruangjaroon²

2021

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Data-driven learning has been recognized a potential tool for enhancing learning outcomes. The current study designed a data-driven hospitality lexis learning programme to facilitate the learning of hospitality vocabulary by autonomous learners. To achieve the objectives, the development of learners' hospitality vocabulary knowledge was measured using the T-test based on pre-testing and post-testing. In addition, the learners' opinions were explored using two types of questionnaire: the Mentimeter online programme and an open-ended questionnaire. The results of the T-test scores confirmed that the hospitality vocabulary knowledge of learners was improved after learning autonomously using the data-driven hospitality lexis learning programme. The results from the questionnaire indicated that most of the learners thought that the program was convenient, useful, and easily understood. Learners considered that using the programme helped them to be more responsible, to be better at time management, and to expand their vocabulary regarding hospitality. Therefore, using the online programme would be suitable as a recommended alternative to facilitate learning vocabulary for autonomous learners. Thus, such online programmes should be promoted and created in both general and specific fields of learning vocabulary. These findings could be extended to other English-for-specific-purposes contexts to assist learners in dealing with terminology in their fields.

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“…In this study, Mentimeter (http://www.mentimeter.com), a web-based interactive presentation software often used in interactive education, was used as a PI tool (Andriani, Dewi & Sagala, 2019;Moorhouse & Kohnke, 2020). Via the Internet, students can answer questions incorporated into the presentation and their answers are tabulated immediately.…”

Section: Mentimeter As a Pi Toolmentioning

confidence: 99%

Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests

Mitsuhashi

2020

PeerJ

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Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a medical school epidemiology class to measure the efficiency of active learning techniques and the usefulness of ConcepTests in determining effective active learning approaches. Methods The PI lecture was conducted as part of an existing epidemiology class for fourth-year medical students at Okayama University on October 17, 2019. The lecture was conducted as follows. The lecturer taught the fundamental concepts of epidemiology and presented the ConcepTest to students. After answering the test, students were provided with the answer distribution, followed by peer discussion. After the discussion, students answered the ConcepTest again, and a new answer distribution was presented. Subsequently, the lecturer announced the correct answers and delivered a commentary. The ConcepTest comprised five questions, each related to fundamental concepts of epidemiology. Students’ responses to five ConcepTests were collected and analyzed by calculating the proportion of correct answers before and after the discussion, as well as PI efficiency to evaluate the PI lecture. Results Overall,121 students attended the epidemiology lecture. The proportion of correct answers before the discussion ranged from 0.217 to 0.458, and after the peer discussion they ranged from 0.178 to 0.767. The PI efficiency ranged from −0.051 to 0.657, and was higher than the theoretical value in three ConcepTests. The efficiency was about the same as the theoretical value in one ConcepTest, and lower than the theoretical value in another. Conclusion In this study, the efficiency of a PI lecture was determined by calculating the PI efficiency of each ConcepTest. The results showed that the educational efficiency of a ConcepTest in epidemiology lectures can be widely distributed, ranging from efficient to inefficient. Particularly in three ConcepTests, the proportion of correct answers after the discussion and the PI efficiency were higher than the theoretical value. This suggests that PI lectures can be useful in epidemiology education with the efficient use of ConcepTests.

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Using Mentimeter to Elicit Student Responses in the EAP/ESP Classroom

Cited by 51 publications

References 4 publications

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Implementation of a Data-Driven Hospitality Lexis Learning Programme

Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests

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