The aims of this study were to 1) compare and contrast students’ behavioural patterns of engagement during lessons activities with and without the utilisation of Student Response System (SRS) and 2) gauge students’ perspectives on the use of SRS in English language classrooms. The participants of this study were 35 students undertaking an English proficiency course at a local university. This study employed classroom observations, field notes and interviews to gather the data. They were qualitatively analysed and triangulated using thematic analysis. The findings indicated that the participants displayed more engaged patterns of behaviours in the classrooms that utilised SRS compared to their behaviours in the ones without SRS. Students also viewed the utilisation of SRS as engaging and preferred to have more lessons with SRS. Based on the results of this study, it may be concluded that SRS was an effective tool to increase students’ behavioural patterns of engagement......

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This study investigated the impact of student response system (SRS) on students’ engagement in English language proficiency classrooms. It compared patterns of engagement exhibited by students’ physical behaviours during language classroom activities in two different settings – with and without the use of SRS. This qualitative study gathered data through classroom observations using field notes and observational checklist. All the data were analysed qualitatively using thematic analysis approach. Altogether, three lessons utilizing SRS and three lesson without the utilization of SRS were observed and analysed. The findings showed that students’ behaviours during lessons with SRS indicated positive engagement in the classrooms unlike their behaviours during lessons without SRS. The results of this study implied that SRS could be a preferred choice of interactive, educational tools that could help educators to engage their students during the process of language teaching and lear.....

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