Interactive Tools and Online Teaching: Exploring the Use of Interactive Tools during Online Teaching of ESL Learners

Abstract

This study looked into how effectively interactive tools worked when teaching ESL to undergraduates online. The Technology Acceptance Model (TAM), a popular method for examining audience views and concluding the widespread implementation process, served as the theoretical foundation for this study. The quantitative approach was used to collect data in numbers to understand the effectiveness of applying interactive tools while providing instruction to ESL learners online. The qualitative method was used to acquire data through semi-structured interviews, which was necessary to learn about the effectiveness of using interactive tools and the learning experiences of ESL learners while teaching online. The study's target audience consisted of students from Lahore's three public institutions. To obtain quantitative data from 40-50 ESL undergraduates, a simple random sample approach was utilized, while qualitative data from 10 ESL undergraduates was collected. The results of this study indicate that ESL learners can only be effectively taught by teachers who choose and employ the right resources. The study recommended that universities give teachers and students comprehensive step-by-step directions on how to get acquainted with and utilize various interactive tools to learn significant language subject matter. The analysis of the data showed that using interactive tools to instruct second language learners online is successful.