Implementation of Nearpod for Formative Assessment in Ecuadorian Student Teacher Education

Abstract

Technology-assisted teaching and learning foster the improvement and innovation of foreign language education. However, student engagement and class participation remain a challenge for most English language instructors. This study reports the results of the introduction of an online tool to interactively conduct formative assessments synchronously and determines its effect on the development of English grammatical competence and the users’ acceptance of this app. This quasi-experimental study included forty-six student teachers at a public university in Ecuador. Pre-tests, post-tests, and a survey to gather students’ attitudes towards the app's acceptance were employed to collect the data. The analyzed data applied independent t-test, paired sample t-test, and descriptive statistics, which led to conclude that the experimental group performed slightly better than participants in the control group. In addition, it can be said that low-performing students evidenced more significant improvement after using the app than their higher-performing peers. As for the student's acceptance of the app, students were positive about its usefulness and ease of use.