The Impact of Low-Tech Response Systems on lraqi EFL University Students’ Engagement and Willingness to Communicate
DOI:
https://doi.org/10.31185/lark.5639Keywords:
Keywords: Low-Tech Response Systems, Mini Whiteboards, Student Engagement, Willingness to Communicate.Abstract
The current study extends the previous quasi-experimental mixed-methods research by examining how mini whiteboards (MWs) affect the engagement and willingness to communicate (WTC) of Iraqi university students who learn English as a Foreign Language (EFL). The research took place at Kut University in Wassit through a pretest-posttest control group design which maintained the natural classroom environment. The experimental group (N=32) used MWs in a structured formative assessment cycle for twelve weeks, while the control group (N=31) received standard instruction. Quantitative data collection occurred through validated scales which measured multidimensional engagement across behavioral, emotional, cognitive, and agentic dimensions as well as WTC. The researchers conducted semi-structured interviews with participants from the experimental group who were selected through purposive sampling for qualitative data collection. The MW intervention produced significant improvements in all four student engagement dimensions according to MANCOVA and ANCOVA analyses. These analyses controlled for pre-test scores (p < .001), with behavioral engagement showing the strongest effect size (η² = .396). The experimental group showed a notable rise in WTC when compared to the control group (p < .001, η² = .236). The experimental group demonstrated a strong positive connection between their total engagement improvement and their WTC improvement (r = .721, p < .001). The interview data analysis using thematic methods showed that MWs helped people feel less anxious, while building their confidence through practice, and establishing a secure transition toward speaking participation. The results show that educators should apply cost-effective active learning methods to teach students in resource-limited settings, while creating professional development programs, and educational materials.
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