Abstract
<p><em>The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or </em><em>none </em><em>technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them </em><em>enjoying</em><em> lear</em><em>ning</em><em> English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through </em><em>the </em><em>IWBs instructions.</em><em> The study</em><em> </em><em>revealed</em><em> that teaching through technology was </em><em>an </em><em>effective way to help students </em><em>in </em><em>English</em><em> learning</em><em>.</em><em></em></p>
Highlights
English is regarded as a foreign language in Taiwan
Four research questions were addressed in the study: (1) Does the technology-supported group significantly outperform the control group in the immediate test? (2) Does the technology-supported group significantly outperform the control group in the retention test? (3) How do the elementary school students perceive English learning through interactive whiteboards? (4) What are the advantages and disadvantages of the technology-supported instruction?
4.1 Results 4.1.1 Does the Technology-Supported Group Significantly Outperform the Control Group in the Immediate Test? In order to evaluate whether different instructions influenced students’ performance on immediate test, independent t-test were computed for both treatment effects
Summary
English is regarded as a foreign language in Taiwan. English teachers usually instruct their students with traditional materials, such as chalks, blackboards and textbooks. Even though they use some illustration pictures to teach the students, their achievement has not been improved obviously up to the present. They rarely rely on modern or up-to-date materials in their classrooms. According to Mayer’s (2001) Cognitive Theory of Multimedia Learning (CTML), learning from distinct channels leads to a general improvement in learning. More and more teachers and students are favor of using the interactive whiteboards (IWBs) in the English as a Foreign Language www.scholink.org/ojs/index.php/selt
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
