Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms

Abstract

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 none 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 enjoying learning English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through the IWBs instructions. The study revealed that teaching through technology was an effective way to help students in English learning.