INTEGRATING AUDIENCE RESPONSE SYSTEMS (ARS) IN TEACHING ENGLISH: BENEFITS AND CHALLENGES

Abstract

The rapid expansion of technologies has significantly influenced language teaching and learning practices. Audience Response Systems (ARS) are digital tools that enable real-time learner responses during instruction, offering opportunities to enhance engagement, formative assessment, and interactive pedagogy. This study investigates the benefits and challenges associated with integrating ARS into English language teaching (ELT), drawing on mixed methods data collected from student performance, classroom observations, and instructor reflections. Findings indicate that ARS supports increased learner participation, facilitates immediate feedback, and contributes to more dynamic, learner-centered instruction. However, challenges related to technological access, instructor readiness, and task design persist. The study also highlights innovative ARS applications that expand beyond traditional polling, such as student-generated questions and peer assessment. Implications for theory and practice are discussed.