Revolutionizing EFL Instruction: Jordanian Teachers' Perspectives on Interactive Whiteboards for Word Identification Enhancement

Abstract

This study investigates Jordanian EFL teachers' perspectives on the impact of Interactive Whiteboard (IWB) technology on word identification enhancement. Drawing on the theory of Multimedia Learning, the research aims to address a gap in the literature regarding EFL educators' perceptions of using IWBs to improve word identification skills. A cross-sectional survey was administered to 124 Jordanian EFL teachers, and data were analyzed using descriptive statistics, paired t-tests, and one-way ANOVA. The findings reveal positive attitudes among Jordanian EFL teachers towards the efficacy of IWB technology in enhancing word identification. Participants overwhelmingly support the favorable use of IWBs and recognize their potential to enhance word identification skills. Importantly, no significant differences were found across demographic variables, suggesting a consistent recognition of IWB efficacy irrespective of gender, age, academic degree, or years of experience. The results underscore the importance of integrating IWB technology into EFL classrooms and highlight the need for further exploration of pedagogical approaches to maximize its benefits. This study contributes to the literature by providing insights into the perceptions of Jordanian EFL teachers regarding IWB technology and its role in word identification enhancement. It advocates for the continued utilization and exploration of IWB technology to enhance language teaching and learning practices.