TY  - BOOK
AU  - Summer Sabry Mohamed Elgabry
AU  - Eenas Metwaly , 
AU  - Randa Anwar , 
TI  - The effect of online student response systems on Egyptian students{u2019} reading strategies, higher-order thinking skills, and behavioral engagement / 
PY  - 2020///
CY  - Cairo : 
PB  - Summer Sabry Mohamed Elgabry , 
KW  - Online student response systems
KW  - Reading strategies
KW  - Student response systems
N1  - Thesis (M.A.) - Cairo University - Faculty of Arts - Department of English; Issued also as CD
N2  - This thesis explored the impact of Online student response systems (OSRS) on students{u2019} reading strategies, higher-order thinking skills (HOTS), and engagement. The study also ventured to investigate the students{u2019} perceptions of the application of OSRS in reading classes. OSRS is a virtual technique whereby students respond to their teachers{u2019} questions online. By using this technique, the students{u2019} identities remain anonymous. In addition to this, they receive instant feedback for their responses. Various studies attempted to investigate the effect of OSRS in the classroom yielding inconclusive and contradictory results. In addition to this, there is limited research on OSRS in the Arab region. The present study thus attempted to add to the literature on OSRS by investigating its effect in an underexplored area, i.e. reading in EFL classrooms. Fifty-nine first-year Egyptian university students enrolled in reading classes were the subjects of the study. They were divided into control and experimental groups. By means of pretest-posttests, an observation log, and perception surveys, the researcher managed to collect quantitative and qualitative data for this mixed methods study. Based on the analysis of the collected data, OSRS has a positive effect on the students{u2019} reading strategies, HOTS and engagement. Besides, students{u2019} perceptions to the effect of OSRS reflected their satisfaction and willingness to use it further in the future. The findings of the study have pedagogical implications in the context of EFL especially in reading classes
UR  - http://172.23.153.220/th.pdf
ER  -