Students’ Perceptions on the Use of Student Response Systems (SRS) in English Language Classrooms

Authors

  • Pooveneswaran Nadarajan Faculty of Languages and Communication Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia https://orcid.org/0000-0002-1387-6250
  • Maizatulliza Muhamad Faculty of Languages and Communication Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
  • Hasviniy Padmanathan Faculty of Human Development, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
  • Remesh Dayanandan Faculty of Languages and Communication Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
  • Lailatul Kodriyah Faculty of Teacher Training and Education University Universitas Islam Kalimantan MAB Banjarmasin, Indonesia

DOI:

https://doi.org/10.37134/ajelp.vol12.1.4.2024

Keywords:

classroom activities, engagement, English Language, perception, student response system (SRS)

Abstract

This study was carried out to find out the students’ perceptions on the use of student response systems (SRS) in English language classrooms. This qualitative study gathered data through semi-structured interviews with 23 undergraduate students from a local university. The data from the interviews were audio-recorded, transcribed and analyzed qualitatively using the thematic analysis approach. The findings revealed that all the students positively support the use of SRS in classroom activities due to various reasons. Students attested that the lessons with SRS encouraged in-class participation and promoted positive engagement while doing their activities. The results of this study also indicated that SRS could be used to motivate students to be further engaged in English language classrooms.

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Published

2024-04-20

How to Cite

Nadarajan, P., Muhamad, M., Padmanathan, H., Dayanandan, R., & Kodriyah, L. (2024). Students’ Perceptions on the Use of Student Response Systems (SRS) in English Language Classrooms. AJELP: Asian Journal of English Language and Pedagogy, 12(1), 43–53. https://doi.org/10.37134/ajelp.vol12.1.4.2024