Enhancing Student Engagement and Learning Outcomes in English Reading and Writing Classes with Nearpod

Abstract

The purpose of this study is to investigate the impact of integrating Nearpod technology in face-to-face English classes, focusing on its cognitive and affective aspects. Data sources were from 46 participants who took English reading and writing classes and completed a questionnaire survey. The SPSS statistics was used for data analysis. The findings demonstrate that Nearpod is an effective tool that supports various English learning activities, particularly in writing, where it gradually builds students' confidence, provides constructive feedback, and improves their language use. Additionally, Nearpod enhances engagement, motivation, interest, and confidence in students. This study has implications for instructors seeking to enrich their students' language learning experience, as Nearpod is a versatile tool that can support diverse English language learning activities, even in face-to-face classes. The study identifies potential challenges associated with Nearpod’s implementation and suggests solutions to overcome them, offering valuable insights for educators and instructors planning to incorporate technology into their face-to-face instruction. The study concludes that Nearpod is a promising technology that can enhance student engagement and learning outcomes in English language classes.