Predicting Teaching Effectiveness Base on Technology Integrated Language Learning

This research explores the link between English teachers’ acceptance of Instant Response Systems (IRSs) and their perceived teaching effectiveness. The study involved 151 English teachers who completed an online survey and participated in semi-structured interviews about their IRS acceptance and perceived teaching effectiveness. The findings reveal that teaching effectiveness is positively influenced by constructivist pedagogical beliefs, attitude toward IRS use, perceived IRS usefulness, and facilitating conditions. The integration of IRS-based tools has demonstrated benefits such as increased student motivation, engagement, and achievement. These tools also invigorate classroom dynamics and provide timely feedback, thereby enhancing teachers’ ability to assess student learning progress.