Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective
The productivity of technology-integrated e-learning designs for teaching English as a foreign language (EFL) can be reinforced by facilitating students in an interactive learning environment. The ClassPoint tool has emerged as an innovative digital platform, allowing learners to shape their learnin...
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| Language: | English |
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Elsevier
2025-04-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825000885 |
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| author | Huma Akram Abbas Hussein Abdelrady |
| author_facet | Huma Akram Abbas Hussein Abdelrady |
| author_sort | Huma Akram |
| collection | DOAJ |
| description | The productivity of technology-integrated e-learning designs for teaching English as a foreign language (EFL) can be reinforced by facilitating students in an interactive learning environment. The ClassPoint tool has emerged as an innovative digital platform, allowing learners to shape their learning practices more interactive. To explore this further, the present study examined the effect of the ClassPoint tool on students' perceived learning experiences in light of Social Cognitive Theory (SCT). Following a quasi-experimental longitudinal mixed-method design, the study revealed a substantial improvement in students' personal factors (PF) dimension, where their self-efficacy, instructional clarity, and learning expectations were observed to increase overtime using ClassPoint. Qualitative interviews further provided in-depth insights, showing that students found ClassPoint user-friendly and beneficial in maintaining their interest and engagement in the learning process. This finding implies that ClassPoint can significantly enhance EFL learning by promoting self-efficacy, creating a supportive learning environment, and encouraging active learning behaviors. These inferences enrich the comprehension of the evolving discourse on interactive technological applications and offer insightful recommendations for teachers, programmers, and educational organizations directing to optimize ClassPoint integration in EFL learning. |
| format | Article |
| id | doaj-art-90dbee94de7b4fd9997b52b79879bda3 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-90dbee94de7b4fd9997b52b79879bda32025-02-09T04:59:32ZengElsevierActa Psychologica0001-69182025-04-01254104775Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspectiveHuma Akram0Abbas Hussein Abdelrady1School of International Education, North China University of Water Resources and Electric Power, Zhengzhou, ChinaDepartment of English Language & Literature, College of Languages and Humanities, Qassim University, Saudi Arabia; Corresponding author.The productivity of technology-integrated e-learning designs for teaching English as a foreign language (EFL) can be reinforced by facilitating students in an interactive learning environment. The ClassPoint tool has emerged as an innovative digital platform, allowing learners to shape their learning practices more interactive. To explore this further, the present study examined the effect of the ClassPoint tool on students' perceived learning experiences in light of Social Cognitive Theory (SCT). Following a quasi-experimental longitudinal mixed-method design, the study revealed a substantial improvement in students' personal factors (PF) dimension, where their self-efficacy, instructional clarity, and learning expectations were observed to increase overtime using ClassPoint. Qualitative interviews further provided in-depth insights, showing that students found ClassPoint user-friendly and beneficial in maintaining their interest and engagement in the learning process. This finding implies that ClassPoint can significantly enhance EFL learning by promoting self-efficacy, creating a supportive learning environment, and encouraging active learning behaviors. These inferences enrich the comprehension of the evolving discourse on interactive technological applications and offer insightful recommendations for teachers, programmers, and educational organizations directing to optimize ClassPoint integration in EFL learning.http://www.sciencedirect.com/science/article/pii/S0001691825000885ClassPointSocial cognitive theoryEFL learnersStudents' perceptionsE-learning experiencesEFL learning |
| spellingShingle | Huma Akram Abbas Hussein Abdelrady Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective Acta Psychologica ClassPoint Social cognitive theory EFL learners Students' perceptions E-learning experiences EFL learning |
| title | Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective |
| title_full | Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective |
| title_fullStr | Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective |
| title_full_unstemmed | Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective |
| title_short | Examining the role of ClassPoint tool in shaping EFL students' perceived E-learning experiences: A social cognitive theory perspective |
| title_sort | examining the role of classpoint tool in shaping efl students perceived e learning experiences a social cognitive theory perspective |
| topic | ClassPoint Social cognitive theory EFL learners Students' perceptions E-learning experiences EFL learning |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825000885 |
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