Alawadhi, AzzaThabet, Rawy2023-07-102023-07-102023Alawadhi, A., Thabet, R.A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. In: Al Marri, K., Mir, F., David, S., Aljuboori, A. (eds) BUiD Doctoral Research Conference 2022. Lecture Notes in Civil Engineering, vol 320. Springer, Cham. https://doi.org/10.1007/978-3-031-27462-6_11Print: 9783031274619 Online: 9783031274626https://bspace.buid.ac.ae/handle/1234/2306This open access book presents contributions on a wide range of scientific areas originating from the BUiD Doctoral Research Conference (BDRC 2022)Student Response Systems such as Kahoot!, Socrative and Nearpod have become one of the latest trends in teaching and learning across higher education. However, despite the popularity of these platforms, the integration of SRS in teaching is still an evolving field of study. This mixed-methods study draws on undergraduate students’ perceptions of using Nearpod to facilitate teaching and learning in an online English course at a federal higher education institution in the UAE during pandemic teaching. A combination of self-report surveys (N = 90) and in-depth interviews (N = 5) were used to collect data for this study. Findings suggest that students perceived Nearpod to promote fun and enjoyment, enhance knowledge and understanding, and improve classroom dynamics. Results indicate a generally positive response, with 93.3% of students reporting that the instant feedback afforded by Nearpod improved their understanding, while 83.4% reported an increase in interactivity. This study confirms previous findings, suggesting that SRS such as Nearpod could foster effective student engagement, increase participation, and enhance students’ online learning experience. The study also found that there were no significant gender differences in students’ perceptions of Nearpod. Pedagogical implications are further discussed, and future research suggestions are provided.enstudent response systemnearpodengagementactive learningBook chapter