Effect of response cards on Saudi students with EBD in English class

Abstract EN

I have always found the idea behind the teaching strategy of response cards (RC) to students from Saudi Arabia with EBD in my country.

It was drilled into my head that if we as teachers do not include this strategy, then students will not learn effectively and the class be bored.

As we know teaching today is much more than telling facts from a textbook, it has become a series of practices that teachers compile together to form teaching methods (Duchaine, 2011).

However, it is truly important including the response cards in my classroom if I want my students to be active during my lesson.

In this research and as a result, the student performance increased with the use of response cards.

The targeted students displayed few off-task behaviors during the response cards intervention compared to the baseline.

These students shows zero occurrences of off-task behavior during all sessions within that strategy, therefore remaining on task for 85%-90% of the time.