Abstract
Smart board has been found as an effective learning tool in English as foreign language (EFL) reading comprehension. The present study aims at exploring the effects of smart board on reading comprehension and intrinsic motivation to read. Among 90 EFL learners, fifty-two Iranian lower-intermediate EFL learners were selected based on Quick Placement Test (QPT) developed by Oxford University Press and University of Cambridge Local Examinations Syndicate (2001). These participants were randomly assigned in two experimental (smart board) and one control (traditional board) groups. Each group included 26 male EFL students. At the beginning of the study, pretest (Reading Comprehension Test from Key English Test developed by Cambridge ESOL Examination, 2008) was administered to both experimental and control groups. In addition to KET, a translated copy of intrinsic motivation in English reading questionnaire (IMERQ) adopted from Wigfield and Guthrie (1997) was given to these two groups. Throughout the course of 14 sessions (three months), participants in experimental group were taught reading materials from Intro-interchange (Ricahrds, 2005) by using smart board. Participants in control group took benefits from traditional board. Reading materials were the same for both groups. Finally, participants in both groups sat for posttest. Here, both instruments administered at the start of the study, were used as the posttest. Results of t-test indicated that implementation of smart-board significantly improved participants' reading comprehension and their intrinsic motivation to read. These findings provide pedagogical implications for utilizing smart board in EFL context. DOI: 10.5901/mjss.2015.v6n4s1p281
Highlights
Smart Board (SB) is a very young teaching and learning tool whose effects on development of reading comprehension were explored in the present study
One of the advantages of smart boards according to Javidi Jelyani, Janfaza, and Soori (2014) is related to their contributions to the enhancement of language learning in the classroom
In order to ensure the normality of data, Kolmogorov-Smirnov test was conducted for all data in both quick placement and reading comprehension (Key English Test, KET) tests
Summary
Smart Board (SB) is a very young teaching and learning tool whose effects on development of reading comprehension were explored in the present study. First produced in 1991 (Shenton & Pagett, 2008), SBs began to be employed in education in late 1990s (Beeland, 2002). It has been given several names, e.g. Interactive White Board, Electronic White Board or Smart Board (Türel & Demirli, 2010). Employment of smart boards can make the learning and teaching atmosphere more enjoyable, creative, and interesting (Elaziz, 2008). According to Bacon (2011) smart whiteboards can affect learning in a variety of ways. It can increase the learners' engagement in a classroom, motivates the learners and promotes enthusiasm for learning. Smart whiteboards can support learning and can be employed in different learning settings (Chapelle, 2003). Bell (1998) argues that smart boards can assist the students to be more engaged, attentive, and motivated when lessons are presented employing the smart boards. Lee and Boyle (2003) found that “when one can sit and listen to five-year-old children in kindergarten express what is distinct about whiteboard-focused learning ... and how it assists them to learn more, faster and in a more enjoyable and interesting way, ... one senses something rather special is happening.”(P.48)
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