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The student response system (SRS) is marketed as a reliable tool for improving students’ academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of English as the medium of communication and instruction in many Anglophone countries such as Nigeria, a teacher’s ability to actively engage all students in the classroom is challenging and relatively difficult. Learners’ poor performance in school subjects, as well as national examinations conducted by bodies such as the West African Examination Council (W.A.E.C.) and the National Examination Council (N.E.C.O.) has been attributed to teachers’ reliance on, and use of, the traditional lecture method which deprives students of the necessary interaction, active engagement and dialogic communication that could promote improved learning outcomes. The adoption, as well as the use, of SRS in schools to enhance teaching and learning is yet to be a reality in Nigeria. Researchers argue that, for learners to experience improved academic attainment, they must possess a reasonable degree of communicative competence in the language of instruction. Moreover, language is best learnt when student learners are given the opportunity to interact in the class with a view of exploring the environmental artifacts to interactively use the target language in real life situations.

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective