This case study reports on the implementation of student-generated questioningusing a customized personal response system (PRS) by two groups of students in secondlanguage (L2) courses at a university in the United States. This study aimed to understandmore about instructor and student experience with student-generated questioning forpromoting student interaction in the L2 classroom, and sources for investigation includedclass observation, instructor interview, student survey, and pre/post-test. The results of thisstudy indicated that the classroom interaction could be fostered through student-generatedquestioning with the support of PRS in L2 courses. In addition, there was a significantdifference in students’ achievement between the pre- and post-test. The results are con-sistent with the findings of previous studies that student-generated questioning fosterscollaborative interactions and increases frequency of student engagement. The results alsosuggest that the adoption of student-generate questioning with a technology support mayresult in promoting classroom interactions where the students are able to practice the targetlanguage through conversation with an instructor and peers

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• Student-generated questioning activity in second language courses using a customized personal response system: a case study