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

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Pubblicato in:International Journal of Distance Education Technologies vol. 23, no. 1 (2025), p. 1-25
Autore principale: Anggoro, Kiki Juli
Altri autori: Maretha, Annisa Laura
Pubblicazione:
IGI Global
Soggetti:
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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Abstract: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
Fonte:ABI/INFORM Global