Teachers' Reflections on Utilizing Slido to Enhance Learner Engagement

Abstract

This paper was conducted to determine the reflections of teachers of English as a Foreign Language (EFL) in the application of Slido to enhance learners’ engagement at EFL classrooms. It utilized a qualitative phenomenological research design in exploring and describing the practical experiences of the participants in using Slido through critical evaluative reflection and personal views. Participants in this study were EFL teachers teaching in one of the higher education institutions in Oman with more than 15 years of teaching experience. Guided by the CARL model of reflection, the participants’ views and observations focused on the four areas of reflection such as context, action, result, and learning. Participants’ reflections were gathered through focus group discussion (FGD) using open-ended interview guide questions. The results showed that Slido technology helped learners to actively participate in the teaching and learning process. The interactive features of Slido, such as quizzes, and open-text exercises, fostered speedy response and improved student engagement. The result of the evaluative reflection showed that Slido, as an IT solution tool, is a valuable instrument for increasing student engagement and active participation in the classroom especially in English language classes. It contains user-friendly features essential for the learning process, with a unique platform that can make learning enjoyable and enhances the quality of teaching and teacher-learner interaction.