Integrating Mentimeter to Boost Students' Motivation, Autonomy, and Achievement

Abstract

This study investigated the impact of a student response system, Mentimeter, on students' motivation, autonomy and language achievement in the second language (L2) classroom. A group of L2 learners at a public university in Oman were placed in experimental and control groups, and the use of Mentimeter was evaluated through task participation and L2 assessment performance. In this mixed-methods study, exam scores on all four skills were used to evaluate students' progress and overall achievement, while surveys were used to evaluate the motivation and autonomy of students. A number of volunteers also shared their perspectives on using this digital platform through semi-structured interviews. Findings indicated that students perceived a high level of motivation and autonomy in using Mentimeter, while their examination outcomes did not reveal a statistically significant difference between the two groups' mean scores. The results revealed that integrating Mentimeter helped to overcome demotivation in the classroom, while it did not contribute significantly to their overall scores. Further studies should be carried out to observe whether different factors such as duration of the intervention, assessment of specific linguistic knowledge or sample size may yield different outcomes. Implications can be constructive for teachers to develop more interactive lessons and keep students engaged while learning.