Home > Published Issues > 2022 > Volume 8, No. 3, September 2022 >

The Impact of Interactive Whiteboard Use on Teaching Grammar to Grade Seven EFL Learners

Rana S. Al-Sabbagh
English Department, Jinan University, Tripoli, Lebanon

Abstract—This research aims to shed light on the importance of integrating the Interactive Whiteboard in grammar learning. In this line, a qualitative quantitative study was conducted on sixty English as second foreign language seventh-graders over duration of fifteen weeks in grammar lessons. Thirty participants (experimental group) at Saba Zreik School (SZS) benefited from implementing the Interactive Whiteboard in grammar sessions, while thirty students (control group) at Tarbiya Hadith School (THS) did not receive such treatment. The study aims to increase educators' awareness of the efficiency of using the interactive Whiteboard in facilitating the teaching/ learning process and in boosting learners' motivation. For this reason, a grammar pre-test and a grammar post-test were conducted in order to compare and contrast the grammatical proficiency of the control and the experimental groups before and after the treatment period. The results were analyzed by SPSS; hypothesis one correlating Whiteboard usage with students' grammatical recognition level was confirmed; hypothesis two associating the implementation of Whiteboard to better proficiency in grammatical production level was asserted. Furthermore, the questionnaire analysis confirmed the research highlighting the positive role of the Interactive Whiteboard in boosting learners' motivation to learn English. Finally, recommendations for teachers, learners, curriculum designers, and future research have been incorporated.

Index Terms—Interactive White Board (IBW), Grammar recognition level, Grammar production level, Motivation

Cite: Rana S. Al-Sabbagh, "The Impact of Interactive Whiteboard Use on Teaching Grammar to Grade Seven EFL Learners," International Journal of Learning and Teaching, Vol. 8, No. 3, pp. 160-167, September 2022. doi: 10.18178/ijlt.8.3.160-167
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.