The Use of an Interactive Online Tool (Plickers) in Learning Vocabulary among Young Learners in ESL Setting

Abstract

Technology is proven to be one of the factors supporting teaching and learning in the classroom in this digital age. Teachers are also encouraged to use technical resources to enhance the language skills of students in ESL classrooms. The aim of this research is to reveal the perceptions and motivation of students about the use of Plickers in learning ESL vocabulary. Embedded design from mixed method research was selected as the research method to achieve this aim. The survey questionnaire was answered by 50 primary students from different ages and proficiency levels, and 20 of them had face-to-face interviews. The technology acceptance model (TAM) was adapted to construct the survey questionnaire as the basic model to explore students’ perceptions. Using descriptive analysis such as frequency, percentage and mean score, the quantitative data of the study was analysed. Meanwhile, an iterative process involving coding, categorization and theme identification was used to evaluate the qualitative data. According to the results obtained, it is seen that Plickers makes a positive contribution to students’ perceptions. They were also intrinsically motivated towards the use of Plickers in learning vocabulary.