本研究旨在以「科技使用模式」探討英語教師運用即時回饋系統（Instant Response System，簡稱IRS)進行英語教學之接受程度和其教學成效之間的相關性。經由網路問卷調查方式，蒐集151 位英語教師使用IRS之態度，並選取10名教師進行深入訪談，了解教師們對於IRS的具體看法和對於教學的影響。研究結果顯示，教師的「教學方式」、「認知有用」、「態度」和「有利條件」對於教學成效有顯著的影響。教師普遍認同IRS對於教學有其重要性，可以幫助提升學生的學習動機、課堂參與度和學習成就，並可以協助教師了解學生的學習狀況和活絡課堂的氣氛。

The purpose of this research was to investigate the relationships between English 
teachers’ acceptance of IRSs (Instant Response Systems) and their perceived teaching 
effectiveness. A mixed-method research design was adopted in this study. A total of 151 English teachers participated in the study. An online survey was distributed to gather data on teachers’ IRS acceptance and their perceived teaching effectiveness. A semi-structured interview involving 10 teachers was then conducted to gather further data on their perceptions 
about the effectiveness of using IRS tools in teaching. The results indicated that constructivist pedagogical beliefs, attitude toward IRS use, perceived usefulness of IRS, and facilitating conditions were the predictors of teaching effectiveness. The use of IRS-based tools had a positive impact on students’ motivation, engagement, and achievement. IRS-based tools were found to energize the class and provide timely feedback which enhanced the ability of teachers to evaluate students’ learning progress.

Table of Contents
Acknowledgements	i
Chinese Abstract	ii
English Abstract	iii
Table of Contents	v
List of Figures	viii
List of Tables	ix
Chapter 1 Introduction	1
1.1 Background	1
1.2 Purpose of the Study	3
1.3 Significance of the Study	3
1.4 Research Questions	4
1.5 Definition of Instant Response Systems (IRSs)	5
1.6 Definition of Gamification and Game-based Learning	5
Chapter 2 Literature Review	7
2.1 Introduction of ICT	7
2.1.1 Factors Influencing Teacher Use of ICT	9
2.1.2 Studies of ICT in Language Teaching	11
2.2 Theories and Models of Technology Use	13
2.2.1 Theory of Reasoned Action (TRA)	13
2.2.2 Theory of Planned Behavior (TPB)	15
2.2.3 Unified Theory of Technology Acceptance and Use of Technology (UTAUT)	18
2.2.4 Technology Acceptance Model (TAM)	21
2.2.5 A Comparison of Four Technology Acceptance Models	23
2.3 Teaching Effectiveness	26
2.3.1 Definition of Teaching Effectiveness	26
2.3.2 Characteristics of Teaching Effectiveness	28
2.3.3 The Measurement of Teaching Effectiveness	30
2.4 Using Instant Response Systems (IRSs) for Language Teaching	33
2.4.1 Introduction of IRS and Gamification	35
2.4.2 Commonly-used IRS or Gamified Tools in Education	37
2.4.3 Benefits of IRS and Gamified Tools for Teachers	52
2.4.4 Effects of IRS and Gamified Learning Platforms on Teaching and Learning	54
2.5 Overview of Research on Technology Acceptance in the Field of Education	60
2.5.1 Studies on TAM and UTAUT in the Field of Education from 2011-2021	60
2.5.2 Summary of the Previous TAM and UTAUT Studies from 2011-2021	87
2.5.3 Facilitating Conditions (FC)	97
2.5.4 Social Factors (SF)	97
2.5.5 Computer Self-efficacy (CSE)	97
2.5.6 Constructivist Pedagogical Beliefs	98
2.5.7 Perceived Usefulness (PU), Perceived Ease of Use (PEU), ATU Toward Use (ATU)	99
Chapter 3 Methodology	100
3.1 Research Design	100
3.2 Research Questions	101
3.3 Participants	101
3.4 Data Collection	104
3.4.1 Survey Instrument	104
3.4.2 Interview Protocol	108
3.5 Data Analysis	110
3.5.1 Errors and Missing Data	110
3.5.2 Reliability Analysis	111
3.5.3 Pearson Correlation Analysis	111
3.5.4 Stepwise Regression Analysis	112
3.5.5 Qualitative Data Analysis	112
Chapter 4 Results	114
4.1 Reliability Analysis	114
4.2 Pearson Correlation Analysis	124
4.3 Stepwise Regression Analysis	126
4.4 Qualitative Data Analysis	128
4.4.1 Perceived Usefulness of IRS in English Teaching: Motivator, Facilitator of Learner Engagement, and Indicator of Learner Achievement	128
4.4.2 Perceived Ease of IRS Use: Teachers’ Technological Knowledge, Functionality of the IRS, and Technical Deficiencies	131
4.4.3 Attitude Toward IRS Use: Teacher is not the only facilitator in the classroom.	135
Chapter 5 Discussion of Results	139
5.1 Quantitative Data	139
5.2 Qualitative Data	143
Chapter 6 Conclusions	147
6.1 Conclusions	147
6.2 Implications for Education	148
6.3 Limitations of the Study	149
References	150
Appendix A The Use of IRS and Teaching Effectiveness	182
Appendix B Semi-Structured Interview Questions	193
Appendix C Interview Transcription – Part 1 (Perceived Usefulness of IRS)	194
Appendix D Interview Transcription – Part 2 (Perceived Ease of IRS Use)	204
Appendix E Interview Transcription – Part 3 (Attitude Toward IRS Use)	214


 
List of Figures 
Figure 1. Theory of Reasoned Action (TRA)	14
Figure 2. Theory of Planned Behavior (TPB)	18
Figure 3. The Unified Theory of Technology Acceptance and Use of Technology (UTAUT)	19
Figure 4. Technology Acceptance Model (TAM)	22
Figure 5. Basic Concepts Underlying User Acceptance Models 	24
Figure 6. Questions with Four Graphical Shapes	38
Figure 7. Students’ Rank and Scores on the Scoreboard 	39
Figure 8. Types of Questions Available on Quizizz 	40
Figure 9. The Leaderboard on Quizizz 	40
Figure 10. An Example of Multiple-choice Question 	41
Figure 11. Gravity Activity 	43
Figure 12. Types of Questions in Socrative 	44
Figure 13. An Example of True/False Question in Socrative	44
Figure 14. Three Viewing Interfaces in Pear Deck	45
Figure 15. Types of Questions in Pear Deck	46
Figure 16. Add Content in Nearpod	47
Figure 17. Types of Activities in Nearpod	47
Figure 18. An Example of Interactive Worksheet about Past Simple Tense	49
Figure 19. A List of Templates Available in Wordwall	50
Figure 20. The Result Section in Wordwall	50
Figure 21. Multiple-choice Questions in Microsoft Forms	51
Figure 22. The Results in the Excel Sheet	52
 
List of Tables
Table 1. Summary of the Core Constructs in TRA, TPB, TAM, and UTAUT	25
Table 2. Six Dimensions of Teaching Effectiveness Based on the Literature from 2000-2009	31
Table 3. The Description and Function of Digital Tools in Synchronous Learning	34
Table 4. Quizlet’s Activities	42
Table 5. Hypotheses and Testing Results in Teo (2011)	61
Table 6. Hypotheses and Testing Results in Mac Callum et al. (2014)	63
Table 7. Research Questions and Results in Kirmizi (2014)	66
Table 8. Hypotheses and Testing Results in Liu et al. (2017)	68
Table 9. Hypotheses and Testing Results in Met et al. (2017)	71
Table 10. Hypotheses and Testing Results in Mazman Akar (2019)	74
Table 11. Hypotheses and Testing Results in Eksail and Afari (2019)	76
Table 12. Hypotheses and Testing Results in Hong et al. (2021)	78
Table 13. Research Questions and Results in Li (2021)	80
Table 14. Hypotheses and Testing Results in Bai et al. (2021)	82
Table 15. Hypotheses and Testing Results in Ma et al. (2019)	85
Table 16. Hypotheses and Testing Results in Abd Rahman et al. (2021)	87
Table 17. Measured Variables in TAM and UTAUT Studies	91
Table 18. Selected Studies Exhibiting Findings on the TAM and UTAUT Structural Parameters	94
Table 19. Distribution of Demographic Information	102
Table 20. Definitions of IRS Acceptance Factors	106
Table 21. Questionnaire Items of IRS Acceptance Factors	106
Table 22. Definitions of Teaching Effectiveness	107
Table 23. Questionnaire Items of Teaching Effectiveness	108
Table 24. Demographic Information of Participanting Teachers	109
Table 25. Interview Questions and TAM Factors	109
Table 26. Reliability of Facilitating Conditions (FC)	114
Table 27. Reliability of Social Factors (SF)	115
Table 28. Reliability of Computer Self-efficacy (CSE)	116
Table 29. Reliability of Constructivist Pedagogical Beliefs (CPB)	117
Table 30. Reliability of Perceived Usefulness of IRS (PU)	118
Table 31. Reliability of Perceived Ease of IRS Use (PEU)	118
Table 32. Reliability of Attitude Toward IRS Use (ATU)	119
Table 33. Reliability of Teacher-related Behaviors	120
Table 34. Reliability of Subject Matter Expertise	122
Table 35. Reliability of Relational Expertise	123
Table 36. Reliability of Personality	124
Table 37. Pearson Correlation Coefficients for the Study Variables	125
Table 38. Stepwise Regression Analysis Concerning the Prediction of Teaching Effectiveness	127

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