Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand

Kiki Juli Anggoro, Nurmala Nurmala


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.


educational technology challenges; foreign language teachers; Interactive Response System (IRS); online English instruction

Full Text:



Abbasi, W. T., Ibrahim, A. H., & Ali, F. B. (2022). Perceptions about English as second language teachers’ technology-based English language teaching in Pakistan: Attitudes, uses of technology and challenges. In M. Al-Emran, M. A. Al-Sharafi, M. N. Al-Kabi, & K. Shaalan (Eds.), Proceedings of International Conference on Emerging Technologies and Intelligent Systems. ICETIS 2021. Lecture Notes in Networks and Systems (Vol 299, pp. 314-325). Springer.

Adelia, A., Miftahurrahmah, M., Nurpathonah, N., Zaindanu, Y., & Ihsan, M. T. (2021). The role of Google Form as an assessment tool in ELT: Critical review of the literature. ETDC: Indonesian Journal of Research and Educational Review, 1(1), 58-66.

Akkuş, İ., Özhan, U., & Çakır, H. (2021). Student views on the use of online student response systems: The Kahoot! case. Journal of Qualitative Research in Education, 25, 235-254.

Alfaruqy, D., & Setyawan, H. (2021). Learning with Kahoot! as an advantageous learning experience in an EFL classroom. JEE (Journal of English Education), 7(1), 56-64.

Al-Jarf, R. (2022). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24.

Amoia-Watters, L. (2023). The effects of the technology application “Socrative” on student engagement in a baccalaureate nursing program. Teaching and Learning in Nursing, 18(1), 44-49.

Anggoro, K. J., & Khasanah, U. (2021). A flipped classroom model to improve students’ online EFL learning. TESOL Journal, 13(1), e631.

Anggoro, K. J., & Nguyen, A. N. (2021). Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction. Studies in English Language and Education, 8(3), 1177-1193.

Anggoro, K. J., & Pratiwi, D. I. (2023). University students’ perceptions of interactive response system in an English language course: A case of Pear Deck. Research in Learning Technology, 31, 2944.

Anggoro, K. J., Sengsri, S., Kongmanus, K., & Patamadilok, S. (2023). An online English learning model integrating the flipped classroom, interactive response systems, and task-based language teaching: Design-based research. The Journal of Asia TEFL, 20(2), 425-435.

Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students – a case study. Asian Journal of University Education, 17(3), 119-129.

Boonmoh, A., Jumpakate, T., & Karpklon, S. (2022). A close look at the use of technology by Thai teachers in secondary EFL classrooms. Computer-Assisted Language Learning Electronic Journal, 23(1), 78-107.

DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour. Family Medicine and Community Health, 7, e000057.

Douell, M. (2020). Integrating Google Forms as a means of formative assessment in the elementary Math classroom [Bachelor’s thesis, University of Mississippi]. eGROVE.

Edwards, R., & Holland, J. (2013). What is qualitative interviewing? Bloomsbury Academic.

Fadhilawati, D. (2021). Using Quizizz application for learning and evaluating grammar material. Journal of Students Academic Research, 6(1), 64-73.

Fitriyah, I. (2022). Taking advantages of Socrative in English as Foreign Language teaching classes. EDUTEC: Journal of Education and Technology, 5(4), 960-977.

Göksün, D. A., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot! and Quizizz. Computer and Education, 135, 15-29.

Hadijah, H., Pratolo, B. W., & Rondiyah, R. (2020). Interactive game “Kahoot!” as the media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 84-102.

Hapsari, F. S., Frijuniarsi, N., & Astuti, N. T. (2021). Using Kahoot! in distance learning to increase engineering students’ English skill. Journal of Development Research, 5(1), 50-55.

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.

Huei, L. S., Yunus, M. M., & Hashim, H. (2021). Strategy to improve English vocabulary achievement during COVID-19 epidemic. Does Quizizz help? Journal of Education and e-Learning Research, 8(2), 135-142.

Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during COVID-19 pandemic in India: An econometric analysis. Sustainability, 13(9), 4786.

Khasanah, U., & Anggoro, K. J. (2022). Accessible flipped classroom model for pronunciation instruction: Its effectiveness and students’ perception. International Journal of Instruction, 15(1), 185-196.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. SAGE Publications.

Li, W., & Tseng, J. C. (2019). Engaging students in a flipped English classroom by conducting an interactive response system and its effects on students’ learning achievement and learning motivation. In L. Rønningsbakk, T. T. Wu, F. Sandnes, & Y. M. Huang (Eds.), Innovative Technologies and Learning. ICITL 2019. Lecture Notes in Computer Science (Vol. 11937, pp. 87-96). Springer.

Liu, C., Sands-Meyer, S., & Audran, J. (2019). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a Foreign Language (EFL) class. Interactive Learning Environments, 27(8), 1178-1191.

Margallo, L., Cacharro, C., Bergula, J. D., Villaflor, S. R. A., Agner, M. L., Bughao, C., Calumpag, J., Calvara, C., Jamen, K. K., Loresca, A. V., Maanad, D., Refuerzo, J. M., Ripalda, L. M., & Rabuya, C. A. (2023). Effectiveness of Quizizz on students’ learning motivation and engagement in a Filipino class. East Asian Journal of Multidisciplinary Research, 2(9), 3719-3734.

Moorhouse, B. L., & Kohnke, L. (2020). Using mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal, 51(1), 198-204.

Ningrum, D. W. (2022). The utilization of Quizizz application in online English learning. Eltin Journal: Journal of English Language Teaching in Indonesia, 10(1), 55-64.

Nomnian, S., Perez-Amurao, A. L., Rido, A., & Magno, F. A. (2023). Thai pre-service science teachers’ perceptions of their Filipino ESL/EFL lecturers’ intercultural communicative practices in science teacher education. LEARN Journal, 16(2), 533–547.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm. Policy. Ment. Health, 42(5), 533-544.

Post Reporters. (2020, February 15). Embassies urged to find English teachers. Bangkok Post.

Pryke, S. (2020). The use of Socrative in university social science teaching. The International Journal of Higher Education in the Social Sciences, 13(1), 67-86.

Puspitasari, M., & Pelawi, M. A. (2023). Implementing technology in English language learning: Friend or foe. Indonesian Research Journal in Education (IRJE), 7(1), 93-103.

Qiu, X., & Fang, C. (2022). Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences. International Journal of Bilingual Education and Bilingualism, 25(2), 641-655.

Romero, E., Garcia, L., & Ceamanos, J. (2021). Moodle and Socrative quizzes as formative aids on theory teaching in a chemical engineering subject. Education for Chemical Engineers, 36, 54-64.

Saleh Alharbi, A., Abdullah Alhebshi, A., & Meccawy, Z. (2021). EFL students’ and teachers’ perceptions of Google Forms as a digital formative assessment tool in Saudi secondary schools. Arab World English Journal (AWEJ) Special Issue on CALL, (7), 140-154.

Sari, A., Iswahyuni, D., Rejeki, S., & Sutanto, S. (2020). Google Forms as an EFL assessment tool: Positive features and limitations. Journal of English Education and Applied Linguistics, 9(2), 231-250.

Sari, M. I., & Putri, A. A. (2022). Exploring online learning tools used by EFL teachers during the COVID-19 pandemic. Journal of Foreign Language Teaching and Learning, 7(1), 61-76.

Sun, J. C. Y., & Lin, H. S. (2022). Effects of integrating an Interactive Response System into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns. Computers & Education, 180, 104430.

Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners’ classes: language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982-1006.

Taylor, M. (2019, December 4). More foreign English teachers needed to improve Thais’ English skills. The Tiger.

Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2020). Integrating Internet-based applications in English language teaching: Teacher practices in a Thai university. Issues in Educational Research, 30(1), 365-378.

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818.

Wang, Y., Eysink, T. H. S., Qu, Z., Yang, Z., Shan, H., Zhang, N., Zhang, H., & Wang, Y. (2022). Interactive Response System to promote active learning in intelligent learning environments. Journal of Educational Computing Research, 60(7), 1867-1891.

Wu, C. P. (2019). Exploring the effects of Interactive Response System (IRS) in an EFL grammar class. Arab World English Journal (AWEJ) Special Issue on CALL, 5, 3-17.

Yürük, N. (2019). Edutainment: Using Kahoot! as a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101.

Zhang, Z., & Crawford, J. (2023). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29, 6217–6239.

Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activities in the accounting classroom. International Journal of Higher Education, 8(1), 37-43.


Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.

View Journal Stats