Exploring the Effects of Mobile-Based Audience Response System on EFL Students’ Learning and Engagement in a Fully Synchronous Online Course

Alghamdi, Emad A.; Shah, Sayyed Rashid

doi:10.5539/ijel.v8n3p92

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…This is what a previous study highlights that due to lack of user-friendliness, including fast load times, students tend to not use online resources much (Rahim, Sandaran, 2020). Therefore, it can be understood that students like to use mobile application because they find it convenient and user-friendly (Alghamdi, Shah, 2018). They are more satisfied with mobile application than those without it (Zhonggen et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Students’ Attitude Towards Ruanguji Mobile-Based Assessment: An Explanatory Case Study in Tangerang, Indonesia

Farkhan¹,

Azwar²

2022

IJMIL

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This qualitative study aims to unveil the junior high school students’ attitude towards Ruanguji mobile-based assessment. It uses an explanatory case study design engaging 225 students in Tangerang, Indonesia as the respondents. To analyze the data got by the questionnaire, the study uses the multi-component model of attitude and one-dimensional perspective. The study reveals that their attitude towards Ruanguji comprises the cognitive, affective, and behavioral components with different degree. For the students, Ruanguji is a supplementary media offering various tests and assignments to help them face the national examination. With the application, they feel convenient to prepare themselves for the examination. If they have chances, they will use it to explore testing materials and assignments. Their attitude is identified as a positive one that impedes the existence of the negative one. Its positivity degree is determined by internal factors, like their perception and emotion; and external factors, like the application’s user-friendliness. In addition, their positive attitude towards the application also contributes to their success in their school’s summative tests and national examination. The result of the study leads to the conclusion that a positive attitude towards the mobile assessment can be a determinant factor of their success in the study.

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Section: Discussionmentioning

confidence: 99%

Students’ Attitude Towards Ruanguji Mobile-Based Assessment: An Explanatory Case Study in Tangerang, Indonesia

Farkhan¹,

Azwar²

2022

IJMIL

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“…Prior studies have found that OSRS can be beneficial to students' engagement and learning. Socrative was used in a study of a university-level online EFL course (Alghamdi & Shah, 2018). The students believed that the platform was beneficial and effective as it helped organize lecture notes and provided immediate feedback.…”

Section: Online Student Response Systems (Osrs)mentioning

confidence: 99%

Using an Online Student Response System to Promote Student Engagement in Critical Thinking Classes

2022

International Journal of TESOL Studies

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Students' engagement has been considered an essential element in classrooms and students' academic performance. However, the pandemic caused schools to be closed temporarily for in-person learning and made interactions almost impossible for teachers and students in physical classrooms. Maintaining students' meaningful engagement in an online learning environment remains a concern for many educators in Cambodia. This may present a problem in teaching critical thinking as student engagement is important for developing higher-order thinking (Shcheglova et al., 2019;Strauss & Terenzini, 2007). Since both educational technology and critical thinking education in the country are still in their infancy, explorations into these practices are typically done by trial and error. Therefore, it is imperative that more empirical studies are conducted to elucidate a deeper understanding in this area. This paper aims to examine junior university students' experiences and perceptions towards their classroom engagement through the implementation of a web-based tool called Nearpod in teaching critical thinking (CT) in an English as a Foreign Language (EFL) class. The course is designed to help students develop their ability to use higher-order thinking to enhance effectiveness in communication. The study was conducted in five critical thinking classes at the university. As part of the implementation, the three lecturers utilized interactive videos, discussions, formative assessments, and others. Through classroom observation logs and interviews with students, it was found that most students were engaged in class activities when the digital tool was used. This experience opens the opportunity for modifications and appropriation for future use in teaching critical thinking and provides a deeper understanding of using technology in Cambodia's critical thinking classroom.

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“…According to Alghamdi and Shah [11], a review of mobile-assisted language learning (MALL) research as from the year 1994 to 2012 revealed more than 500 MALL research scientific studies. The mobile-assisted language learning (MALL) is a method learning a language whereby a handheld mobile device is used to assist and enhance learning.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning for English Language Learning Assessment and Evaluation: A Review

Shuib

2019

Preprint

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Currently, one of the dominating languages in this world is English language as it has an enormous impact in practically every area of work. In this world, English language is being regarded as the language which is most commonly spoken and it is an international language for business purposes and the language of the internet which covers about 50% of the internet content. At the same time, mobile technology is becoming more and more prominent, and practitioners as well as researchers in education perceive mobile learning as a wonderful educational tool which may promote learning among students who are studying English as a foreign language. As there is a gap in literature concerning the lack of sufficient research studies which collimate their focus on the latest mobile learning technologies instead of English learning, this review intends to fill this gap. Moreover, this review orients its focus on the research problem, the acquisition of English language skills and the level of study of the participants and also it will provide a concise summary of the previous research studies by taking into consideration of group size, the type of assessment which was adopted and the duration of the experimental study in question. Therefore, this review is going to provide to the readers a thorough analysis of all the existing literature from the year 2010 to 2017 pertaining the utilisation of mobile technologies in order to study English language. This review paper focuses mainly on some key aspects that are the number of participants to be employed in such English language study, the duration of the study as well as the type of assessment and also the integration of all these factors. The result of this review can assist researchers in education sector to design accrue and fit experimental design which mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

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Exploring the Effects of Mobile-Based Audience Response System on EFL Students’ Learning and Engagement in a Fully Synchronous Online Course

Cited by 5 publications

References 12 publications

Students’ Attitude Towards Ruanguji Mobile-Based Assessment: An Explanatory Case Study in Tangerang, Indonesia

Students’ Attitude Towards Ruanguji Mobile-Based Assessment: An Explanatory Case Study in Tangerang, Indonesia

Using an Online Student Response System to Promote Student Engagement in Critical Thinking Classes

Mobile Learning for English Language Learning Assessment and Evaluation: A Review

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