Application of Interactive Whiteboard on Remedial Instruction for EFL Low Achievers

Year 2014, Volume: 1 Issue: 1, 34 - 41, 31.01.2014

Wey Shyh-chyi Lin Yeiu-hsiu Chen Shu-chu

Abstract

The purpose of this research is to explore the effect of the application of interactive whiteboard (IWB) on EFL fourth graders’ remedial instruction by examining their English performance and learning attitude and confidence. A quasi-experimental method was employed in the present study. Participants were twenty low-achieving fourth graders in English subject. The remedial instruction was implemented for eight weeks. A proficiency test and a survey questionnaire were administered before and after the instruction. The findings indicated that (1) after receiving the remedial instruction with IWB, students made significant improvement in English reading and speaking; (2) comparing with the control group, students instructed with IWB showed better attitude and higher confidence in English learning.

Keywords

Interactive Whiteboard, EFL, English learning

References

• Agnew, P. W., Kellerman, A. S., & Meyer, J. M. (1996). Multimedia in the classroom. Boston: Allyn and Bacon.
• Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary school: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327-348.
• Beeland, W. D. (2002). Student engagement, visual learning and technology: Can interactive whiteboard help? Retrieved December 15, 2010, from http://plato75.ncl.ac.uk/beeland.pdf
• Burden, K. (2002). Learning from the bottom up-The contribution of school based practice and research in the effective use of interactive whiteboards for the FE/HE sector. Learning and Skills Research-Making an Impact regionally Conference, The Earth Centre, Doncaster.
• Chuang, H. H., & Shih, C. L. (2009). Design and implementation of a model for using blogs in a writing class for schoolchildren. International Journal of Instructional Technology & Distance Learning, 6 (10), 41-46.
• Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco: Jossey-Bass.
• Clark, C. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.
• Glover, D. & Miller, D. (2004). Panacea or prop: The role of the interactive whiteboard in improving teacher effectiveness. Copenhagen: Tenth International Congress of Mathematics Education.
• Hall, I. & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102-117.
• Huang, C. (2004). Designing high-quality interactive multimedia learning modules. Computer Medical Imaging and Graphics, 29, 223-233.
• Hall, I. & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102-117.
• Lai, Y. S., Tsai, H. H. & Yu, P. T. (2009). A multimedia English learning system using HMMs to improve phonemic awareness for English learning. Educational Technology and Society, 12(3), 266-281.
• Levy, P. (2002). Interactive whiteboard in learning and teaching in two Sheffield school: A developmental study. Retrieved June 20, 2010, from http://www.shef.ac.uk/eirg/projects/whiteboards
• Martin, S. (2008). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy, 41(1), 26-34.
• Schnotz, W., & Lowe, R.K. (2003). External and internal representations in multimedia learning. Learning and Instruction, 13, 117–123.
• Thomas, A. (2003). Little touches that spell success. Times Educational Supplement, 23, 56-67.
• Tsai, S. C. (2011). Courseware integration into task-based learning: a case study of multimedia courseware- supported oral presentations for non-English major students. Recall, 23, 117-134.
• Walker-Tileston, D. (2004). What every teacher should know about media and technology. Thousand Oaks: Corwin Press.
• Weiner, M. J. (2001). The influence of technology such as SMART board interactive whiteboard on students motivation http://www.smarterkids.org/research/paper7 classroom. Retrieved November 12, 2010 from
• Wishart, J. & Blease, D. (1999). Theories underlying perceived changed in teaching and learning after installing a computer network in a secondary school. British Journal of Educational Technology, 30, 25-41.
• Wu, J. J., & Cherng, B. L. (1992). Motivated strategies for learning questionnaire (MSLQ)-A revised version for use with Chinese elementary and junior high school students. Psychological Testing, 39, 59-78.