Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand
Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai univers...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Syiah Kuala
2024-06-01
|
| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/34928 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832583569271160832 |
|---|---|
| author | Kiki Juli Anggoro Nurmala Nurmala |
| author_facet | Kiki Juli Anggoro Nurmala Nurmala |
| author_sort | Kiki Juli Anggoro |
| collection | DOAJ |
| description | Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participant’s convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities. |
| format | Article |
| id | doaj-art-01e0b6e23a99477cabba638443707d1a |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-01e0b6e23a99477cabba638443707d1a2025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-06-011121067108410.24815/siele.v11i2.3492818313Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in ThailandKiki Juli Anggoro0Nurmala Nurmala1Walailak UniversityAligarh Muslim UniversityTechnological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participant’s convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.https://jurnal.usk.ac.id/SiELE/article/view/34928educational technology challengesforeign language teachersinteractive response system (irs)online english instruction |
| spellingShingle | Kiki Juli Anggoro Nurmala Nurmala Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand Studies in English Language and Education educational technology challenges foreign language teachers interactive response system (irs) online english instruction |
| title | Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand |
| title_full | Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand |
| title_fullStr | Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand |
| title_full_unstemmed | Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand |
| title_short | Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand |
| title_sort | interactive response systems irs in online english classes voices of foreign university teachers in thailand |
| topic | educational technology challenges foreign language teachers interactive response system (irs) online english instruction |
| url | https://jurnal.usk.ac.id/SiELE/article/view/34928 |
| work_keys_str_mv | AT kikijulianggoro interactiveresponsesystemsirsinonlineenglishclassesvoicesofforeignuniversityteachersinthailand AT nurmalanurmala interactiveresponsesystemsirsinonlineenglishclassesvoicesofforeignuniversityteachersinthailand |