The current study aimed at investigating the impact of Personal Response System (PRS) on Iranian EFL learners’ English language performance, class communication, and comfort level. To this purpose, a mixed methods design was used. The participants comprised 60 male-female Iranian grade eight junior students studying at Bahonar secondary school, Kazeroon, Iran. They were selected through convenient sampling method from two intact classes and divided into two experimental and control groups. The needed data was collected using the following instruments: Oxford Placement Test (OPT), Preliminary English Test (PET), Observation Checklist, and PRS. The two groups of the participants attended twelve English class sessions of the high school once a week. The only difference between the two groups was that during the class sessions, the experimental group attended PRS. Data analysis was conducted through descriptive statistics, independent samples t-tests and qualitative content analysis of the observation data. The results showed that PRS had a statistically significant impact on English language performance, class communication, and comfort level of Iranian EFL learners. Accordingly, EFL teachers are recommended to use this tool in an attempt to enhance EFL learners' general English language performance. پرونده مقاله

This study aimed at investigating the effect of Personal Response System (PRS) on Iranian EFL learners’ motivation and participation. A mixed-methods design was selected to investigate this matter. Participants of this study included 60 Iranian (eighth grade students studying at Bahonar secondary school, Kazeroon in Fars, Iran) and were recruited based on convenience sampling in the form of two intact classes. The researchers implemented the following instruments for the purpose of data collection: Oxford Placement Test (OPT), Motivation Questionnaire, Observation Checklist, and PRS. Both groups of participants took part in 12 English language sessions (each session lasted about 90 minutes) in their high school once a week. The only difference between the two groups was that during the class sessions, the experimental group benefited from PRS. However, in the other group, no use of PRS was made. Data analysis was conducted through descriptive statistics, independent samples t-test and qualitative content analysis of the observed data. The results showed that PRS had a statistically significant effect on the motivation of Ira- nian EFL learners. Moreover, it was indicated that PRS significantly impacted Iranian EFL learners' par- ticipation. Accordingly, EFL teachers are recommended to use this tool in an attempt to increase EFL learners' motivation and participation. پرونده مقاله