The aim of the study was to adopt a cloud-based interactive response system in a Chinese class and to investigate whether using the system could foster students' Chinese learning. A quasi-experimental design was employed, and a total of 80 eleventh graders participated in the experiment. The learners were divided into two groups. The learners in experimental group conducted course interaction through the cloud-based interactive response system, while the learners in control group used their original learning and teaching method for learning interaction. The findings indicated that most of the students as well as the instructor reflected positive feedback regarding the use of the cloud-based interactive response system for course learning, and the results revealed that the low-achievement learners in E.G. showed great engagement in the course and achieved significant improvements between the pre- and post-tests. In sum, the cloud-based interactive response system is an easy-to-use learning trigger that encourages students to participate in activities, arouses course discussion and furthermore enhance the low- achievement learners' learning confidence. Suggestions and future work for educators and instructional designers are also proposed in the end of the study.