Information and Communication Technology (ICT) usage has rapidly advanced in foreign language education, where its effectiveness is widely recognized (Suleymanova, 2021). In line with these developments, integrating ICT into traditional teaching methods is expected to increase student engagement and improve the quality of learning experiences (Cao et al., 2023; Hussain et al., 2019; Schneider et al., 2016). The use of ICT in higher education also reshapes the roles and interactions between students and instructors, promoting active learning and collaboration (Rodríguez et al., 2014). Among these ICT tools, Mentimeter is a powerful interactive platform that facilitates real-time engagement between students and teachers, allowing educators to assess students’ understanding instantly.
Student response systems (SRS), such as Mentimeter, have the potential to transform traditional one-way lecture styles into more interactive and engaging learning experiences (Rudolph, 2018). Research by Schneider et al. (2016) found that real-time automated feedback using digital tools positively impacts learners’ motivation, confidence, self-awareness, and performance, reinforcing the value of such interactive tools in enhancing student engagement.
Mentimeter’s features, such as anonymous responses, create a supportive environment for more introverted or hesitant students, encouraging them to express their opinions freely. This functionality increases classroom engagement and builds a more inclusive and collaborative atmosphere (Moorhouse & Kohnke, 2020). As a result, Mentimeter has become a valuable asset in foreign language education by promoting active participation and deeper learning. For teachers to effectively use tools such as Mentimeter, a solid understanding of its functions and purposeful integration into lessons is essential. The thoughtful use of technology positively impacts the teacher-student relationship, promoting interaction, motivation, and classroom cohesion (Rodríguez et al., 2014). As educators gain proficiency in these tools, they can create more inclusive and dynamic learning environments that cater to various student needs. In line with this, Mentimeter is accessible on any device and accommodates large classes and individual needs, allowing for adaptable, responsive instruction (Moorhouse & Kohnke, 2020).
Enhancing Communication and Participation With Mentimeter
Mentimeter allows students to participate in various activities, such as polls, quizzes, and brainstorming exercises, through their own devices, enabling real-time feedback. This functionality allows teachers to conduct diagnostic assessments, gauge comprehension as the lesson progresses, and provide immediate clarification. The option for anonymous responses further enhances this dynamic by creating a safe space, where students feel comfortable sharing their ideas, which is particularly beneficial for those anxious about speaking up (Khalili & Ostafichuk, 2020). According to Moorhouse and Kohnke (2020), this anonymity helps remove psychological barriers to participation, creating a supportive learning atmosphere that encourages all students to engage. Consequently, students who might otherwise remain silent in a traditional classroom setting are more likely to participate actively, ultimately enhancing the motivation of the entire class. However, as Rudolph (2018) notes, although there are advantages, teachers must also be careful. Relying too heavily on anonymity can sometimes reduce accountability, making students feel less responsible for their input and potentially hindering meaningful discussion.
Application of Mentimeter in CALL Methodology: Enhancing Learning Efficiency and Adapting to Diverse Learning Styles
From the computer-assisted language learning (CALL) perspective, interactive tools like Mentimeter can also significantly enhance learning efficiency in language education. For example, using features such as Q & A, Guess the Number, 2 x 2, and Pin on Image slides allows teachers to check students’ comprehension of the lesson content in real-time and to provide immediate feedback. Moorhouse and Kohnke (2020) also noted that Mentimeter’s diverse question types (e.g., open-ended questions, rankings, and multiple-choice options) foster discussions and collaborative learning among students. This flexible feature allows learners to engage with the material in ways that align with their learning preferences, broadening their opportunities for understanding and retention. Therefore, Mentimeter is an effective tool for enhancing language learning experiences by adapting to different learning needs.
Flexible In-Class and Out-Of-Class Usage: Presentation Mode and Survey Mode
As Figure 1 below indicates, Mentimeter offers two modes: Presentation Mode, where facilitators control the slides shown to the participants, and Survey Mode, where participants can navigate slides at their own pace. As Moorhouse and Kohnke (2020) explains, presentation mode is helpful for real-time comprehension checks, allowing learners to follow along with the facilitator’s pacing. On the other hand, survey mode is ideal for self-paced learning, such as assignments completed outside of class or review activities. For instance, teachers can assign tasks in survey mode, allowing students to progress independently and then discuss the results in class to reinforce learning. This flexibility allows teachers to tailor their approach to each student’s learning pace and needs, making it a valuable tool in language education.
Practical Application in Foreign Language Classes: Concrete Uses of Mentimeter
One practical use of Mentimeter in foreign language classes is the Scale Slide, which enables teachers to gather real-time feedback and insights from student responses. Before beginning a new unit, teachers can use the Scale Slide to check the class’s understanding of foundational concepts, and assess students’ familiarity with key topics as a diagnostic tool. By knowing the student’s or class’s initial status, teachers can appropriately adjust the pacing and focus areas for the unit. At the end of a lesson, for example, teachers can ask students to rate the pace of the session to assess class satisfaction and comprehension. The scale slide feature enhances this feedback process with its unique capabilities. Results from multiple questions can be displayed on a single slide, showing the average number for each question based on all respondent’s answers, thereby enabling easy comparison across responses (see Figure 2). Customizable labels, such as a Likert scale from “Strongly Agree” to “Strongly Disagree” or other tailored evaluation criteria, make this feature flexible for different feedback needs.
Furthermore, Mentimeter’s design also incorporates soft and welcoming colors, making the interface visually appealing and approachable for students. Additionally, the average display function provides a clear view of overall trends, helping teachers and students grasp class sentiment at a glance. Recent updates have further enhanced the accessibility and readability of the Scale Slide, benefiting all participants.
Figure 2
Scale Slide
An additional benefit of using Mentimeter is that, when teachers present the results on the Scale Slide, hovering the cursor over a particular response shows a breakdown of how many people selected each option, such as “Strongly Agree,” “Agree,” and so on (see Figure 3).
Figure 3
Detailed Results for Scales
Mentimeter’s Word Cloud Slide offers another practical tool for language classes. Teachers can periodically use this slide to review vocabulary by prompting students to submit words they associate with the day’s topic (see Figure 4) or to identify main themes from listening to recent news. A word cloud visually represents text data, with the size of each word indicating its frequency. As can be seen in Figure 4, words with more prominent font sizes, such as “river,” “animal,” “tree,” and “air” were entered more often, whereas words in smaller font sizes, such as “pollution” and “sea,” are less common. Displaying students’ word submissions in a Word Cloud Slide reinforces vocabulary and allows even quieter class members to participate actively in a low-pressure environment.
Figure 4
Word Cloud Slide
Additionally, there are a range of interactive response formats (slide types) in Mentimeter, including quizzes, polls, and multiple-choice slides (see Figure 5). These features allow teachers to visualize class responses and identify trends in understanding or opinions. The quiz format, in particular, adds a gamified element to lessons, increasing student motivation through friendly competition (Halim et al., 2020; Worm & Buch, 2014; Zainuddin et al., 2020) and reinforcing knowledge retention through peer interaction. Teachers using the free version can create up to 100 slides and invite 50 participants per month, making it useful for larger classes. The pro-level account supports additional participants and offers further functionality, but this paper discusses only the free version.
Once teachers set up Mentimeter’s features, they can apply these tools effectively in class to create an interactive and engaging learning environment. For instance, teachers can use the Scale Slide to gauge comprehension and class satisfaction immediately at the end of the lesson, adjusting instruction as needed. The Word Cloud Slide is ideal for vocabulary reviews, enabling all students to contribute and reinforcing language learning in a collaborative, visual format. Quizzes and other interactive slides offer competitive elements that foster student engagement, promoting a dynamic learning experience. Together, these interactive tools foster an inclusive and motivated learning environment. Research by Esnaashari et al. (2019) supports this approach, showing that interactive digital tools promote deeper student engagement and a greater willingness to share ideas, ultimately enhancing the overall learning experience.
Conclusion
In conclusion, Mentimeter has proven to be an effective tool for enhancing interactive communication and learning outcomes in foreign language education. Considering practical examples and the importance of professional development in ICT-supported environments, integrating technology can motivate students and provide opportunities for deeper learning. Mentimeter’s diverse features strengthen the interactivity in foreign language classes, creating an environment where students are encouraged to engage in their learning actively. For teachers, interactive tools like Mentimeter improve the quality of lessons by allowing them to respond flexibly to students’ needs, suggesting that these tools will continue to be highly valuable in an educational context. Therefore, teachers should consider using Mentimeter.
References
Cao, C., Song, H., & Yang, S. (2023). A review of research on the effect of digital learning on foreign language learning motivation. Proceedings of the 2nd International Conference on Interdisciplinary Humanities and Communication Studies, 29, 176–180. https://doi.org/10.54254/2753-7048/29/20231448
Esnaashari, S., Gardner, L., & Rehm, M. (2019). Educational technology tools: Longitudinal views of students. 25th Americas Conference on Information Systems (AMCIS, 2019): New frontiers in digital convergence. 2095–2104.
Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils’ motivation and perceptions on ESL lessons through online quiz-games. Journal of Education and e-Learning Research, 7(3), 229–234. https://eric.ed.gov/?id=EJ1263813
Hussain, S., Abbasi, Q. H., Ansari, I. S., Qadir, J., & Imran, M. A. (2019). Online interactivity tools to support student centered learning in large classes. 12th Annual University of Glasgow Learning and Teaching Conference. https://eprints.gla.ac.uk/179775/
Khalili, M., & Ostafichuk, P. M. (2020). Online interaction tools: Impacts on students’ participation and learning. Proceedings of the Canadian Engineering Education Association (CEEA) Conference. 1–8. https://doi.org/10.24908/pceea.vi0.14192
Mentimeter. (n.d.). What will you ask your audience? https://www.mentimeter.com/
Moorhouse, B. L., & Kohnke, L. (2020). Using Mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal, 51(1), 198–204. https://doi.org/10.1177/0033688219890350
Rodríguez, N. J. R., Torres, M. R. M., & Ferrer, L. G. (2014). Influencia de las tecnologías de información y comunicación en los roles e interrelaciones entre estudiantes y docentes en programas presenciales de educación superior [The influence of ICT on the roles and interrelations among students and professors in higher education in-campus programs]. Hallazgos, 11(22), 435–454. https://doi.org/10.15332/s1794-3841.2014.0022.22
Rudolph, J. (2018). A brief review of Mentimeter: A student response system. Journal of Applied Learning & Teaching, 1(1), 35–37. https://doi.org/10.37074/jalt.2018.1.1.5
Schneider, J., Börner, D., van Rosmalen, P., & Specht, M. (2016). Can you help me with my pitch? Studying a tool for real-time automated feedback. IEEE Transactions on Learning Technologies, 9(4), 318–327. https://doi.org/10.1109/TLT.2016.2627043
Suleymanova, G. N. (2021). Information and communications technology integration in language education. 2021 Second International Conference on Information Science and Communications Technologies (ICISCT), 1–5. https://doi.org/10.1109/ICISCT52966.2021.9670297
Worm, B. S., & Buch, S. V. (2014). Does competition work as a motivating factor in e-learning? A randomized controlled trial. PLoS ONE, 9(1), 1–6. https://doi.org/10.1371/journal.pone.0085434
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 1–15. https://doi.org/10.1016/j.compedu.2019.103729
