Abstract
This study aims to investigate two secondary school teachers’ use of Interactive Whiteboard (IWB) in the facilitation of students’ oral English and explore students’ perceptions of the role of IWB in learning English. Through analyzing the qualitative and quantitative data, this study has found out that in spite of the similar pedagogical goals, the two teachers differed in their use of IWB. Furthermore, teachers’ and students’ divergent perceptions regarding IWB usage in the teaching and learning of speaking were also discovered. The teachers held positive views of the effect of IWB, yet the majority of students deemed that IWB itself would not necessarily improve their English competency. Instead, what matters most was teachers’ pedagogical use of the technology.
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Notes
- 1.
As defined by Solano-Flores (2008), English Language Learners (ELLs) refer to those whose first language is not English and are learning English in schools or other educational settings.
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Zhang, G., Deng, L. (2015). An Exploratory Study on Interactive Whiteboard Usage on Enhancing Oral English in Secondary Classrooms. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_12
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