Students’ perceptions of interactive live worksheets in online French language learning
Authors
Abstract
Digital tools are increasingly used in online foreign language learning, yet limited research has examined students’ perceptions of live worksheets, particularly in Caribbean higher education. This exploratory descriptive study investigated 16 undergraduate students’ perceptions of live worksheets in a 15-week beginner French course at a Jamaican university, focusing on benefits, limitations, motivation, and the instructor’s role. Using convenience sampling, data were collected through an online questionnaire comprising open- and closed-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings indicate that students perceived live worksheets as beneficial for engagement, motivation, and Foreign Language Excitement, while immediate feedback supported self-assessment, recall, and application of linguistic knowledge. However, inaccurate automated responses and difficulties with diacritics presented challenges. Students emphasized the instructor’s role in verifying accuracy, clarifying misunderstandings, and facilitating feedback. The study highlights the potential of live worksheets as formative assessment tools in foreign language learning.
References
Ahmad, I., Sharma, S., Singh, R., Gehlot, A., Gupta, L. R., Thakur, A. K., Priyadarshi, N., & Twala, B. (2024). Inclusive learning using industry 4.0 technologies: addressing student diversity in modern education. Cogent Education, 11(1), 1–19. https://doi.org/10.1080/2331186X.2024.2330235
Al-Dosakee, K., & Ozdamli, F. (2021). Gamification in teaching and learning languages: A systematic literature review. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 559–577. https://doi.org/10.18662/rrem/13.2/436
Ali, Y., & Khoza, C. (2023). Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators. Teaching Education through Flexible Learning in Africa (TETFLE), 4, 1–25. https://doi.org/10.35293/tetfle.v4i1.4219
Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Language Education (IJREE), 1(1), 11–15. http://ijreeonline.com/article-1-23-en.html
Andriyani, N., Hanafi, Y., Safitri, I. Y. B., & Hartini, S. (2020). penerapan model problem-based learning berbantuan lkpd live worksheet untuk meningkatkan keaktifan mental siswa pada pembelajaran tematik kelas va. Prosiding Pendidikan Profesi Guru, 122–130. http://eprints.uad.ac.id/21216/1/12.
Ariskasari, V., & Sulisworo, D. (2021). Developing the interactive worksheet supported by simulation and live worksheet on physics learning. In Proceedings of WRS International Conference, 69–73. https://www.researchgate.net/publication/358402784
Aslan, M. (2025). The evolution of language education in the digital age. In S. Kasap (Ed.), Language in the digital age (pp. 118–141). Eğitim Yayınevi. https://www.researchgate.net/publication/394356008_Language_in_the_Digital_Age
Bahari, A., Han, F. & Strzelecki, A. (2025). Integrating CALL and AIALL for an interactive pedagogical model of language learning. Education and Information Technologies, 30, 14305–14333. https://doi.org/10.1007/s10639-025-13388-w
Bispo Júnior, J. P. (2022). Social desirability bias in qualitative health research. Revista de saude publica, 56, 101. https://doi.org/10.11606/s1518-8787.2022056004164
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage. https://doi.org/10.1007/978-3-319-69909-7_3470-2
Dewaele, J., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewi, A. K., Slamet, S. Y., Atmojo, I. R. W., & Syawaludin, A. (2022). The influence of interactive digital worksheets based on level of inquiry towards science process skills in elementary school. Pegem Journal of Education and Instruction, 13(1), 251–258. https://doi.org/10.47750/pegegog.13.01.27
Elmi, H., Ambiyar, A., Huda, Y., & Novaliendry, D. (2024). The Role of Information and Communication Technology in Interactive Learning. Jurnal SAINTIKOM (Jurnal Sains Manajemen Informatika dan Komputer), 23(1), 193–203. https://doi.org/10.53513/jis.v23i1.9549
Fuertes H. G., Evangelista Jr, I. A., Marcellones I. J., & Bacatan, J. R. (2023). Student engagement, academic motivation, and academic performance of intermediate level students. International Journal of Novel Research in Education and Learning 10(1), 133–149. https://doi.org/10.5281/zenodo.8037103
Golzar, J., Noor, S., & Tajik, O. (2022). Convenience sampling. International Journal of Education and Language Studies (IJELS), 1(2), 72–77. https://doi.org/10.22034/ijels.2022.162981
Hidayah, N., & Asari, S. (2022). Investigating students’ listening skill using live worksheet as an outline teaching platform. J-SHMIC: Journal of English for Academic, 9(1), 51–59. https://doi.org/10.25299/jshmic.2022.vol9(1).8611
Husain Subroto, F. K., Arochman, T., & Karma, C. P. F. (2024). The effectiveness of using liveworksheets on students’ reading skill of narrative text at MAN Temanggung. EduLine: Journal of Education and Learning Innovation, 4(4), 496–503. https://doi.org/10.35877/454RI.eduline2998
Indu, P. V., Vidhukumar, K., Chacko, D., Menon, V., Grover, S., & Gupta, S. (2025). Criterion validity, construct validity, and factor analysis: An introductory overview. Indian journal of psychiatry, 67(9), 916–921. https://doi.org/10.4103/indianjpsychiatry_911_25
Kayımbaşıoğlu, D., Oktekin, B., & Haci, H. (2016). Integration of gamification technology in education. Procedia Computer Science, 102, 668–676. https://doi.org/10.1016/j.procs.2016.09.460
Kiong, J. F. (2022). The impact of technology on education: A case study of schools. Journal of Education Review Provision, 2(2), 65–75. https://doi.org/10.55885/jerp.v2i2.153
Khan, M. Y., & Tufail, H. (2020). An investigation into the effectiveness of MALL during COVID-19 at the higher education in Pakistani EFL classrooms. Global Language Review, V(I), 175–185. https://doi.org/10.31703/glr.2020(V-I).19
Khikmiyah, F. (2021). Implementasi Web live worksheet berbasis problem-based learning dalam pembelajaran matematika. Pedagogy: Jurnal Pendidikan Matematika, 6(1), 1–12. https://doi.org/10.30605/pedagogy.v6i1.1193
Kholida, F. (2024). Examining the use of live worksheets as English learning assessment tool for senior high school students. Undergraduate thesis, Universitas Islam Negeri Maulana Malik Ibrahim. http://etheses.uin-malang.ac.id/id/eprint/69111
Kopniak, N. B. (2018). The use of interactive multimedia worksheets at higher education institutions. Information Technologies and Learning Tools, 63(1), 116–129. https://doi.org/10.33407/itlt.v63i1.1887
Le, V. H. H., & Prabjandee, D. (2023). A review of the website Liveworksheets.com. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 24(1), 269–279. https://callej.org/journal/24-1/Le-Prabjandee2023.pdf
Luarn, P., Chen, C.-C. & Chiu, Y.-P. (2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology, 40(5), 413–424. https://doi.org/10.1108/IJILT-07-2022-0145
Luo, Z. (2023). The effectiveness of gamified tools for foreign language learning (FLL): A systematic review. Behavioral sciences (Basel, Switzerland), 13(4), 331; 1–15. https://doi.org/10.3390/bs13040331
Madden, O. N., & Robinson, R. R. (2025). Using an innovative icebreaker in EFL classes to assess and enhance students’ speaking competence. International Journal of Language Instruction, 4(1), 1–19. https://doi.org/10.54855/ijli.25411
Madden, O. N., Johnson, J., Daley, J.-L., & Fearon, L. (2025). Unwrapping academic advisement and student satisfaction in higher education in Jamaica: Acase of two private institutions. International Journal of Education and Humanities, 5(2), 278–296. Retrieved from https://i-jeh.com/index.php/ijeh/article/view/309
Madden, O. N., Daley, J-L., & Fearon, L. (2024). Exploiting the potentials of interactive live worksheets in French online classes in Jamaica. In Y. Choubsaz, P. Díez-Arcón, A. Gimeno-Sanz, J. Hriňák, X. Liashuk, S. Pokrivčáková & H. Vančová (Eds.), CALL for Humanity - EUROCALL 2024 Short Papers, (pp. 251-260. https://doi.org/10.4995/EuroCALL2024.2024.19101
Madden, O., Sweeney, R., & Gonzales, A. (2023). Exploring the use of live interactive worksheets in foreign language classes: Perceptions of students and teachers. International Journal of Language Instruction, 2(4), 1–18. https://doi.org/10.54855/ijli.23241
Madden, O. N. (2022). Edutainment: assessing students’ perceptions of Kahoot! as a review tool in French L2 classes. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & M. J. Whelpton (Eds), Intelligent CALL, granular systems, and learner data: Short papers from EUROCALL 2022 (pp. 240–245). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.61.1465
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). Cambridge: Cambridge University Press.
Montalvo-Balbed, M. (2012). Using formative assessment to help English language learners. Association for Supervision and Curriculum Development (ASCD), 1–5. https://pdo.ascd.org/lmscourses/PD13OC002/media/ELL_CC_M4_Reading_Using_Formative01.pdf
Nuraeni, C. (2021). Maximising Mobile-assisted language learning (MALL) amid Covid-19 pandemic: Teachers’ perception. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 11–18. http://dx.doi.org/10.31002/metathesis.v5i1.3336
Nurhidayati, S. (2019). Integrating local potential in character education courses to improve learning outcomes and student respect for the environment. Journal of Mandala Education, 4(4), 257–260. https://doi.org/10.36312/jupe.v4i4.995
Panmei, B., and Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24; 1–22. https://doi.org/10.3390/educsci13010024
Perumal, R. B. V., & Vinothkumar, K. (2022). The uses of Web 2.0 technologies in teaching and learning. In N. Devaki & M. Deivam (Eds.), Emerging trends of ICT in teaching and learning (pp. 86–95). Insta Publishing. https://www.researchgate.net/publication/362302972_The_Uses_of_Web_20_Technologies_in_Teaching_and_Learning
Pham, T. C. (2022). Effects of using technology to engage students in learning English at a secondary school. International Journal of Language Instruction, 1(1), 86–98. https://doi.org/10.54855/ijli.22118
Pike, A., Pandey, S., Goller, C. C., Herzog, J., & Parks, S. T. (2022). Opportunities and challenges of online instruction and effective pedagogy that blurs the lines between online and on-site teaching and learning. Journal of microbiology & biology education, 23(1), e00047-22. https://doi.org/10.1128/jmbe.00047-22
Pradnyadari, N. M. M., Padmadewi, N. N., & Dewi, K. S. (2025). The effect of implementing liveworksheets in teaching basic English literacy. Journal of Educational Study, 5(1), 1–10. https://doi.org/10.36663/joes.v5i1.961
Pulungan, M., Maharani, S. D., Waty, E. R. K., Safitri, M. L. O., Suganda, V. A., & Husni, F. T. (2022). Development of e-student worksheets in the form of picture stories using live worksheets in primary schools. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(2), 157–167. https://doi.org/10.25217/ji.v7i2.1759
Roswahyuliani, L., Ruchiyat, R. I., Mugiawati, W., & Hidayat, W. (2024). Development of e-worksheets using contextual teaching and learning to increase students’ critical mathematical thinking. Jurnal Didaktik Matematika, 11(1), 139–154. https://doi.org/10.24815/jdm.v11i1.33116
Rusdan, M., & Mulya, D. B. (2023). The effect of using live worksheet-based electronic worksheets to measure cognitive learning outcomes. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 983–998. https://doi.org/10.51276/edu.v4i3.481
Ryabchikova, V.G., Rubleva, O.S., Sergeeva, N.A., & Yakovleva, N.A. (2020). Using interactive worksheets when teaching foreign languages by the ‘Flipped class’ technology. Perspectives of Science & Education, 45(3), 195–206. https://doi.org/10.32744/pse.2020.3.15
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68
Sadiqzade, Z. (2025). Strengthening Language Skills Through Active Classroom Interaction. Global Spectrum of Research and Humanities, 2(1), 28–33. https://doi.org/10.69760/gsrh.01012025003
Sadeghi, K., Thomas, M., & Ghaderi, F. (2023). Technology-enhanced language teaching and learning: Lessons from the Covid-19 pandemic. Bloomsbury Publishing.
Shen, Z., Lai, M., & Wang, F. (2024). Investigating the influence of gamification on motivation and learning outcomes in online language learning. Frontiers in Psychology, 15:1295709. https://doi.org/10.3389/fpsyg.2024.1295709
Singh, D., & Rajendran, R. (2024). Cognitive engagement as a predictor of learning gain in Python programming. Smart Learning Environments, 11(58), 1–23. https://doi.org/10.1186/s40561-024-00330-9
Tressyalina, T., Noveria, E., Arief, E., Wulandari, E., & Ramadani, N. T. (2023). Need analysis of interactive e-worksheet as a source of digital learning based on local wisdom in learning folklore texts. AL-ISHLAH Jurnal Pendidikan, 15(2), 2605–2613. https://doi.org/10.35445/alishlah.v15i2.2884
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y. W. (2014). Use of interactive web-based exercises for English as a foreign language learning: learners’ perceptions. Teaching English with Technology, 14(3), 16–29. https://files.eric.ed.gov/fulltext/EJ1143471.pdf
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 51–71. http://dx.doi.org/10.1017/S0261444800012970
Wedlock, J. & Binnie, C. (2025). Deliberate and purposeful practice for second language learning: A framework. Teaching English as a Second Language Electronic Journal (TESL-EJ), 29(3). https://doi.org/10.55593/ej.29115a5
Widiantho, Y., Hia, N. V., & Sinar, T. S. (2023). Enhancing learning with liveworksheet: Perceptions, advantages, disadvantages, and impacts. LingPoet: Journal of Linguistics and Literary Research, 4(3), 42–49. https://talenta.usu.ac.id/lingpoet/article/view/12318
Wu, W., & Kabilan, M. K. (2025). Foreign language enjoyment in language learning from a positive psychology perspective: a scoping review. Frontiers in Psychology, 16:1545114. https://doi.org/10.3389/fpsyg.2025.1545114
Xerri, D., Kamali, J., & Mohebbi, H. (2025). Editorial: Technology-enhanced language
teacher education: Ppportunities, challenges, and futures. Technology in Language Teaching & Learning, 7(2), 103213. https://doi.org/10.29140/tltl.v7n2.103213
Yan, J. X., & Liang, J. (2022). Foreign language anxiety and dependency distance in English Chinese interpretation classrooms. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/fpsyg.2022.952664
Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909–912. https://doi.org/10.4304/jltr.1.6.909-912
Yusuf, F., & Ali, A. (2022). exploring students’ perception on using live worksheet as self-directed learning of listening skills in online education. Utamax: Journal of Ultimate Research and Trends in Education, 4(3), 255–266. https://doi.org/10.31849/utamax.v4i3.11449
Zeng, Y. (2021). A review of foreign language enjoyment and engagement. Frontiers in Psychology, 12, 1–5. https://doi.org/10.3389/fpsyg.2021.737613
Downloads
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of Language Instruction (ijli) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijli are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
