Speaker
Description
Poll Everywhere, an Audience Response System (ARS) software, has been widely lauded as a tool for increasing student participation in higher education instruction. In this session, attendees will engage in a demonstration of two innovative, interactive uses of Poll Everywhere that have proven successful with undergraduate EFL learners in China. Takeaways will include both experiential knowledge of and written instructions for these techniques for teaching presentation skills and academic writing.
Abstract section 3: Content/method
After a brief introduction and a review of the literature, I will demonstrate two innovative uses of Poll Everywhere that I have used at my university in China by asking attendees to participate as “students.” The presentation will conclude with suggestions for variations of these activities. I will also distribute handouts outlining the procedures for these activities.
Abstract section 5: References
Jones, A. (2019). Audience response systems in a Korean cultural context: Poll Everywhere’s effects on student engagement in English courses. The Journal of Asia TEFL, 16(2), 624–643. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2019.16.2.12.624
Le, H. T. (2022). A reflection on digital tools in EFL speaking classes. Proceedings of VietTESOL International Convention 2022: Digital ELT: Approaches and Innovations, 3. https://proceedings.viettesol.org.vn/index.php/vic/article/view/64/48
Abstract section 1: Relevance
Poll Everywhere, an Audience Response System (ARS) software, has been widely lauded as a tool for increasing student participation in higher education instruction. In the field of TESOL specifically, Le (2023) found that utilizing Poll Everywhere for peer presentation feedback and individual mental health check-ins enhanced Vietnamese university students’ engagement, and Jones (2019) stated Korean university students appreciated the novelty and “face-saving” anonymity provided by Poll Everywhere while they shared opinions on various topics.
Abstract section 4: Outcomes/results
First, I will demonstrate an activity in which I reinforced prior lessons about effective presentation delivery. I will ask attendees to anonymously evaluate and rank members of a group of Chinese undergraduates in a filmed English class presentation. Then, I will showcase a strategy I used to teach paraphrasing by asking the audience to anonymously submit and vote on each other’s paraphrases of a sentence. Finally, I will explain that this strategy can be applied to many facets of academic writing including hooks, topic sentences, etc. Takeaways will include both experiential knowledge of and written instruction for these techniques.
Abstract section 2: Contribution/research questions
To demonstrate novel techniques for teaching academic writing and presentation skills with Poll Everywhere.
| Title | Having Fun (While Saving Face) with Poll Everywhere |
|---|---|
| Teaching Context | College and university education |