Student response systems (SRSs) have been applied in a wide array of educational contexts to promote engaging learning. There exists scant empirical evidence about comparing web-based SRS with other modalities of response methods. In the present study, a quasi-experimental research design was undertaken to compare three learning conditions on EFL learners' learning outcomes in terms of reading comprehension and incidental vocabulary learning: (1) collaborative reading plus high-tech SRS (Nearpod application); (2) collaborative reading plus low-tech SRS (mini-whiteboards) as the two experimental groups; and (3) collaborative reading (non-SRS group) as the control group. The results revealed that there was no significant difference in the vocabulary tests among groups, and that, however, both experimental groups using SRS, whether in digital or non-digital forms, significantly outperformed the non-SRS group, whereas there was no significant difference in the reading scores of high-tech SRS group versus low-tech SRS group. Furthermore, the questionnaire tapping into students' perceptions indicated that students generally hold more positive attitudes towards the use of Nearpod than towards mini whiteboards as a response method. Participants' open-ended responses indicated that the outcome might be associated with limitations inherent from using mini whiteboards as a response method.