Interactive Response Systems in Online English Instruction: Tertiary EFL Students' Voices

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Détails bibliographiques
Publié dans:	International Journal of Distance Education Technologies vol. 23, no. 1 (2025), p. 1-25
Auteur principal:	Anggoro, Kiki Juli
Autres auteurs:	Maretha, Annisa Laura
Publié:	IGI Global
Sujets:	Teaching Goal setting Comprehension Perceptions College students Gender Student participation Foreign language learning Distance learning Colleges & universities Active learning Learning Motivation Academic achievement Online instruction Collaborative learning Responses Education Virtual environments Internet English as a second language Feedback Students Interactive systems Educational objectives Learning outcomes Satisfaction Classrooms English as a second language instruction Literature Reviews Learning Motivation Cooperative Learning Online Courses Student Motivation Formative Evaluation Language Proficiency Virtual Classrooms Learner Engagement English Distance Education Influence of Technology Learning Strategies Educational Equipment Educational Technology Learning Experience English (Second Language) Blended Learning Feedback (Response) Electronic Learning Outcomes of Education Educational Facilities Improvement
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Description
Résumé:	This study examines Thai university students' perceptions of Interactive Response Systems (IRSs) in fully online English instruction, addressing the limited research on their use in virtual classrooms. A mixed-method approach, involving surveys and interviews with 289 participants, revealed generally positive perceptions of IRSs as tools that enhance engagement, motivation, and goal achievement. Female students reported higher satisfaction and comprehension, while frequent users experienced stronger engagement and learning outcomes. Students with a preference for English expressed more favorable views of IRSs, particularly in aiding comprehension and achieving learning goals. However, challenges such as technical issues, pacing, and consistent implementation were highlighted, particularly by less frequent users. By focusing on IRSs in fully virtual environments, this study contributes to the under-explored area of IRS applications in online English instruction.
ISSN:	1539-3100 1539-3119
DOI:	10.4018/IJDET.377129
Source:	ABI/INFORM Global