Uncovering Students' Perceptions of Slido: An Innovative Engagement with Real-Time Interactive Technology in ESP
DOI:
https://doi.org/10.37253/iallteach.v5i1.7773Keywords:
ESP, classroom engagement, Slido, Interactive technology, students’ perceptions.Abstract
The integration of technology in education, particularly in English for Specific Purposes (ESP) courses, has become increasingly important in providing students with effective and engaging language learning experiences. However, traditional teaching methods have long been criticized for their inability to engage students and promote active participation in the learning process. Thus, this study explored the impact of Slido, an interactive platform, on classroom engagement and learning outcomes in an ESP course. The research design employed mixed methods, including a questionnaire to collect data from ESP students. The findings indicated that Slido technology influenced students' perceptions of classroom engagement, motivation, and satisfaction. The interactive features of Slido, such as quizzes, polls, and surveys, fostered immediate feedback and increased student engagement. ESP teachers were encouraged to incorporate interactive technology like Slido to enhance student learning experiences, while students were encouraged to actively participate in such activities. Further research was recommended to investigate the long-term effectiveness of Slido technology, as well as its impact on ESP teachers' practices and professional development. Overall, Slido technology shows the potential in transforming ESP classrooms into interactive and engaging learning environments. It has the potential to revolutionize language learning and provide students with practical language skills for real-world contexts.
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References
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Miller, G. J. (2018). Technologies in the Classroom: Advancing English Language Acquisition. Kappa Delta Pi Record, 54(4), 176–181. https://doi.org/10.1080/00228958.2018.1515546
Mu’awanah, N., Sumardi, S., & Suparno, S. (2021). Using Zoom to support English learning during Covid-19 pandemic: Strengths and challenges. Jurnal Ilmiah Sekolah Dasar, 5(2), 222–230.
Muthmainnah, N. (2019). An effort to improve students’ activeness at structure class using Slido app. JEES (Journal of English Educators Society), 4(1), 1–7.
Onyema, E. M., Deborah, E. C., Alsayed, A. O., Noorulhasan, Q., & Sanober, S. (2019). Online discussion forum as a tool for interactive learning and communication. International Journal of Recent Technology and Engineering, 8(4), 4852–4859.
PAMELA, A., PAUL, W., DEB, L., & CARLOS TASSO, A. (2016). ANDRAGOGICAL TEACHING METHODS TO ENHANCE NONTRADITIONAL STUDENT CLASSROOM ENGAGEMENT. I-Manager’s Journal of Educational Technology, 13(2), 47. https://doi.org/10.26634/jet.13.2.8163
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ULLAH, A., BATUR DİNLER, Ö., & BATUR ŞAHİN, C. (2021). The Effect of Technology and Service on Learning Systems During the COVID-19 Pandemic. European Journal of Science and Technology. https://doi.org/10.31590/ejosat.990073
Wang, J., & Chia, I. (2022). Engaging students via Nearpod® in synchronous online teaching. Management Teaching Review, 7(3), 245–253.
Wassalwa, A., & Iffah, U. (2022). The Effectiveness of Game Quizizz Using Learning Media On Students’ Outcomes. JOEY: Journal of English Ibrahimy, 1(2), 10–17. https://doi.org/10.35316/joey.2022.v1i2.10-17
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.870540
Yang, K.-H., & Chen, H.-H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2021.1944219
Yang, X., & Wyatt, M. (2021). English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university. Studies in Second Language Learning and Teaching, 11(1), 41–70.
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
Zulfa, V., & Laras, P. (2020). Schoology and Slido: The Perfect Platform Combination for Distance Learning During the Covid-19 Pandemic. Proceedings of the International Joint Conference on Science and Engineering (IJCSE 2020). https://doi.org/10.2991/aer.k.201124.016
Akther, F. (2022). English for personal and career development and its importance for better employment opportunities. Journal of Languages, Linguistics and Literary Studies, 2(3), 95–100. https://doi.org/10.57040/jllls.v2i3.258
Aslan, S., Alyuz, N., Tanriover, C., Mete, S. E., Okur, E., D’Mello, S. K., & Arslan Esme, A. (2019). Investigating the Impact of a Real-time, Multimodal Student Engagement Analytics Technology in Authentic Classrooms. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3290605.3300534
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Brzoza, B. (2020). Different Proficiency, Same Class: Tackling Language Instruction in Heterogeneous ESP Courses in Vocational Schools. MEXTESOL Journal, 44(1), n1.
Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909.
Currie, B. (2016). Transforming Lessons With Technology. Kappa Delta Pi Record, 52(1), 17–21. https://doi.org/10.1080/00228958.2016.1123040
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Dja’far, V. H., Cahyono, B. Y., & Bashtomi, Y. (2016). EFL Teachers’ Perception of University Students’ Motivation and ESP Learning Achievement. Journal of Education and Practice, 7(14), 28–37.
Dzięcioł-Pędich, A., & Dudzik, A. (2021). Technology in Support of Developing Speaking Skills in ESP Courses. Lublin Studies in Modern Languages and Literature, 45(3), 57–69. https://doi.org/10.17951/lsmll.2021.45.3.57-69
Eiland, L. S., & Todd, T. J. (2019). Considerations When Incorporating Technology Into Classroom and Experiential Teaching. The Journal of Pediatric Pharmacology and Therapeutics, 24(4), 270–275. https://doi.org/10.5863/1551-6776-24.4.270
Enesi, M., Vrapi, F., & Trifoni, A. (2021). Challenges of Teaching and Learning English Language for ESP Courses. Journal of Educational and Social Research, 11(4), 213. https://doi.org/10.36941/jesr-2021-0090
Ergün, E., & Adıbatmaz, F. B. K. (2019). Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement. Open Praxis, 12(2), 175. https://doi.org/10.5944/openpraxis.12.2.1072
Fitria, T. N. (2020). Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT). JET ADI BUANA, 5(01), 55–66. https://doi.org/10.36456/jet.v5.n01.2020.2276
Fonseca, D., & GarcÃa-Peñalvo, F. J. (2019). Interactive and collaborative technological ecosystems for improving academic motivation and engagement. Universal Access in the Information Society, 18(3), 423–430. https://doi.org/10.1007/s10209-019-00669-8
Garrison, E., Colin, S., Lemberger, O., & Lugod, M. (2021). Interactive learning for nurses through gamification. JONA: The Journal of Nursing Administration, 51(2), 95–100.
Holovnia, O. S., Shchur, N. O., Sverchevska, I. A., Bailiuk, Y. M., & Pokotylo, O. A. (2023). Interactive surveys during online lectures for IT students. CEUR Workshop Proceedings, 65–86.
Kang, B. (2021). How the COVID-19 Pandemic Is Reshaping the Education Service (pp. 15–36). https://doi.org/10.1007/978-981-33-4126-5_2
Mane, D. T. (2020). Active Teaching Learning Methods for Improving Students Engagement in the Classroom. Journal of Engineering Education Transformations, 33(0), 425. https://doi.org/10.16920/jeet/2020/v33i0/150196
Mbhiza, H. W. (2021). Shifting Paradigms: Rethinking Education During and Post-COVID-19 Pandemic. Research in Social Sciences and Technology, 6(2), 279–289. https://doi.org/10.46303/ressat.2021.31
Memon, M. Q., Lu, Y., Memon, A. R., Memon, A., Munshi, P., & Shah, S. F. A. (2022). Does the Impact of Technology Sustain Students’ Satisfaction, Academic and Functional Performance: An Analysis via Interactive and Self-Regulated Learning? Sustainability, 14(12), 7226. https://doi.org/10.3390/su14127226
Miller, G. J. (2018). Technologies in the Classroom: Advancing English Language Acquisition. Kappa Delta Pi Record, 54(4), 176–181. https://doi.org/10.1080/00228958.2018.1515546
Mu’awanah, N., Sumardi, S., & Suparno, S. (2021). Using Zoom to support English learning during Covid-19 pandemic: Strengths and challenges. Jurnal Ilmiah Sekolah Dasar, 5(2), 222–230.
Muthmainnah, N. (2019). An effort to improve students’ activeness at structure class using Slido app. JEES (Journal of English Educators Society), 4(1), 1–7.
Onyema, E. M., Deborah, E. C., Alsayed, A. O., Noorulhasan, Q., & Sanober, S. (2019). Online discussion forum as a tool for interactive learning and communication. International Journal of Recent Technology and Engineering, 8(4), 4852–4859.
PAMELA, A., PAUL, W., DEB, L., & CARLOS TASSO, A. (2016). ANDRAGOGICAL TEACHING METHODS TO ENHANCE NONTRADITIONAL STUDENT CLASSROOM ENGAGEMENT. I-Manager’s Journal of Educational Technology, 13(2), 47. https://doi.org/10.26634/jet.13.2.8163
Tasnim Wan Hussin, W. N., Harun, J., & Shukor, N. A. (2019). Online Tools for Collaborative Learning to Enhance Students Interaction. 2019 7th International Conference on Information and Communication Technology (ICoICT), 1–5. https://doi.org/10.1109/ICoICT.2019.8835197
TLokare, V., Kiwelekar, A. W., Barphe, S. S., & Netak, L. D. (2021). Increasing students Engagement during Virtual Classroom Teaching through Effective use of Online Tools. In Journal of Engineering Education Transformations (Vol. 34). https://www.interviewbit.com/courses/
ULLAH, A., BATUR DİNLER, Ö., & BATUR ŞAHİN, C. (2021). The Effect of Technology and Service on Learning Systems During the COVID-19 Pandemic. European Journal of Science and Technology. https://doi.org/10.31590/ejosat.990073
Wang, J., & Chia, I. (2022). Engaging students via Nearpod® in synchronous online teaching. Management Teaching Review, 7(3), 245–253.
Wassalwa, A., & Iffah, U. (2022). The Effectiveness of Game Quizizz Using Learning Media On Students’ Outcomes. JOEY: Journal of English Ibrahimy, 1(2), 10–17. https://doi.org/10.35316/joey.2022.v1i2.10-17
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.870540
Yang, K.-H., & Chen, H.-H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2021.1944219
Yang, X., & Wyatt, M. (2021). English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university. Studies in Second Language Learning and Teaching, 11(1), 41–70.
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
Zulfa, V., & Laras, P. (2020). Schoology and Slido: The Perfect Platform Combination for Distance Learning During the Covid-19 Pandemic. Proceedings of the International Joint Conference on Science and Engineering (IJCSE 2020). https://doi.org/10.2991/aer.k.201124.016
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2023-06-27
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