The effects of response cards on student and teacher behavior during vocabulary instruction

The use of response cards during whole-class English vocabulary instruction was evaluated. Five low-participating students were observed during hand-raising conditions and response-card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response-card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response-card condition