Content area
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.
Details
Learning Motivation;
Active Learning;
Academic Achievement;
Cooperative Learning;
Comprehension;
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
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
1 School of Education, and Center of Excellence on Women and Social Security (CEWSS), Walailak University, Thailand
2 School of Humanities and Social Sciences, Deakin University, Australia