Abstract
This study aimed to reveal the effect of implementing the interactive board in teaching English language on improving the writing skill of students with learning difficulties and their attitudes towards it in the Southern Mazar District. The scale included seven questions distributed over seven criteria and an attitude scale consisted of (20) items with a triple Liker scale. The study sample consisted of (50) male and female students in two sections, in the first semester of the academic year 2021/2022.They were chosen by the purposive method. One of the sections was randomly chosen as an experimental group with (25) male and female students taught using the interactive board, and the second group as a control group with (25) male and female students taught through the traditional method. The study results showed that there was a statistically significant difference at the significance level (α = 0.05) between the two arithmetic means for the performance of the two study groups on the writing skills test collectively and individually attributed to the variable of teaching method in favor of the performance of the experimental group which was taught writing skills using the interactive board compared to the performance of the control group which was taught using the traditional method where the effect size was also high. The study also showed that there were no statistically significant differences at the significance level (α = 0.05) between the arithmetic means of the performance of the two study groups on the writing skills test collectively and individually ascribed to the gender variable, and the interaction among the variables of teaching method and gender. The results also showed positive attitudes of the experimental group towards the use of the interactive board. Keywords : interactive board, writing skill, attitudes, learning difficulties. DOI: 10.7176/JEP/13-12-03 Publication date: April 30 th 2022
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