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 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.