We Need Change! The Interactive White Board in the EFL Context

Abstract

A noteworthy number of studies have explored the effect of using technology in language teaching and learning, in changing settings and contexts, and the majority accredit that the use of technology in language teaching and learning can promote enhancements in students’ learning process. Currently, studies are no more searching whether ICTs can improve learning, but how an effective learning can benefit of particular technologies adopted in particular learning situation for achieving particular learning outcomes. In this context, Prensky (2007) states that “ there is very little research as yet on technology’s effectiveness in education, and much of that has been qualitative in nature”. One such technology is the Interactive White Board (IWB) which is gaining particular attention for second and foreign language learners. The purpose of this research study is to determine the effect of the use of interactive whiteboards as an instructional tool on student engagement. Specifically, the desire is to see if student engagement in the learning process is increased while using an interactive whiteboard. It also attempts to investigate the following research questions: Does the use of the interactive whiteboard affect university students’ engagement? How do teachers perceive the impact of interactive whiteboards on their students learning outcomes and on their classroom teaching practice? The findings will be discussed in relation to learning theories in addition to psycho-pedagogical outcomes for the use of the IWB in the EFL context. DOI: 10.5901/ajis.2013.v2n3p379