Document Type : Research Paper

Authors

• Sorour Zekrati ¹
• Hossein Barati ¹
• Manijeh Youhanaee ²

¹ English Department, Faculty of Foreign Languages, University of Isfahan, Iran

² English Department,Faculty of Foreign Languages, University of Isfahan, Iran.

Abstract

Higher levels of student engagement are positively linked to higher learning achievement. However, enhancing student engagement in underprivileged and crowded educational contexts, specifically where high-tech tools are not available can cause a major challenge for teachers. The current study attempts to enhance students’ engagement in their learning by incorporating mini white-boards (MWs) as low-tech response systems. To this end, in a time-series design, an instruction-feedback cycle via mini white-boards was manipulated over a semester. Data were collected through observing students’ behaviors using engagement checklists. An attitude questionnaire was also administered to assess students' perceptions of using mini white-boards in their learning context. Descriptive statistics were used to summarize individuals’ engagement patterns across the study period. Additionally, a mixed-effects model was employed to account for individual variability and to assess the effects of the intervention on students’ engagement over time. The results indicated that using mini white-boards caused significant improvements in students’ overall engagement and attitude. The findings suggest that using low-tech solutions in low socio-economic settings can foster student engagement by allowing real-time feedback, collaborative interaction, and personalized participation.

Keywords

• Engagement
• Mini White-boards
• Formative Assessment
• Student Response Systems
• Feedback
• Collaborative Interaction
• Personalized Participation

Main Subjects

• English language teaching