Student Perceptions on the Use of a Student Response System - Kahoot! as an Active Learning Strategy in EAP Classrooms in Hong Kong

: an Explanatory Case Study

Abstract

This explanatory case study aims to explore the views of tertiary students on the application of a Student Response System (SRS, also known as clickers) – Kahoot! in a Hong Kong university where English is the medium of instruction. The initial premise of this research is that the extensive application of SRS technology in education has introduced new obstacles concerning how this active learning tool aids student learning and engagement in smaller class settings. Even with the increased focus on active learning and the widespread use of SRS in Hong Kong, there is a lack of empirical studies examining students' views on the application of SRS specifically in the context of English for Academic Purpose (EAP) in university. Previous research has mainly focused on large class settings in science disciplines but is relatively rare in small EAP settings. Considering the aforementioned research gaps, the study intends to investigate students' perspectives on SRS as an instructional tool to promote active learning and to explore ways for implication to facilitate teaching in EAP classrooms. This is accomplished by employing a two-stage explanatory mixed-methods approach that includes a quantitative survey and qualitative focus group interview. Survey data from 153 first-year undergraduates and a semi-structured focused group interview with six participants were used to analyse the findings. Overall students found the use of SRS-Kahoot! supportive by enhancing interactivity, heightening student engagement, promoting active class participation, improving understanding of subject matter, boosting student confidence, and facilitating preparation for assessments. This case study affirms students' acceptance of clickers as an effective active learning tool in higher education and small classes. The findings provide insights and enrich existing knowledge for integrating SRS into tertiary language teaching. This study also highlights the crucial necessity for educators to deepen their understanding of how the SRS technology, as an active learning approach, influences students to draw educational implications.

Date of Award	18 Mar 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Sally B Barnes (Supervisor)