This study experimentally verifies how the ESP learning environment supported by the use of clickers influences learners’ academic motivation, academic self-efficacy, cognitive reflection, speed of decision making, functioning of a dominant brain type, and performance in learning English for specific purposes. This research relies on mixed methods and focuses on clickers like Kahoot and Socrative. The entry and outcome data were obtained through Rasch’s measurement model that was used to measure academic motivation, Byrne and Matotti-designed academic confidence measurement techniques used to measure academic self-efficacy, Frederick’s methodology for diagnosing cognitive reflection and decision making, a comprehensive ESP test consisting of the listening, reading, speaking and writing sections and Attitude/motivation test battery to measure shifts in the functioning of the students’ dominant brain type used to perform them. Those measurements were considered as dependent variables for this study. At the post-experimental stage, both a focus-group semi-structured interview and numerical and qualitative data analyses were carried out to validate the statistical significance of the experiment outcomes. Furthermore, a two-way ANOVA was used to define the dependence of the above-mentioned variables on the use of clickers. The data processing procedure relied on the application of free Two-Way ANOVA Statistics Software (Calculator) for non-commercial (academic) use. The responses of the focus group participants were processed under the guidelines for focus group research. This study found that integration of clicker systems as a type of smart technology into teaching English for Specific Purposes to Master’s Degree students majoring in Public Administration (in civil protection) is effective, as it triggers the students’ desire to learn, creates a relaxed environment, develops students’ cognitive sphere, and enhances students’ academic performance. Additionally, the results of the experiment suggest that due to clickers, language learning turns into a challenging experience allowing students to consolidate their knowledge and master their skills in information search and processing. The paper states that this teaching approach is student-centered, which reduces the teacher’s dominance and gives way to the student’s autonomy.
The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance
