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dc.contributor.authorAydinli, J. M.en_US
dc.contributor.authorElaziz, F.en_US
dc.date.accessioned2016-02-08T09:58:03Z
dc.date.available2016-02-08T09:58:03Z
dc.date.issued2010en_US
dc.identifier.issn0958-8221
dc.identifier.urihttp://hdl.handle.net/11693/22285
dc.description.abstractThis study explored the attitudes of students and teachers toward the use of interactive whiteboards (IWBs) in a foreign language teaching and learning context. The study also investigated possible factors affecting teachers' and students' attitudes toward IWB technology. Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Questionnaire results revealed that both students and teachers have generally positive attitudes toward the use of IWBs in language instruction and are aware of the potential uses of this technology. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students' awareness of the distinctiveness of IWB technology increases. Suggestions are made for further research and for administrators considering whether or not to invest in IWBs.en_US
dc.language.isoEnglishen_US
dc.source.titleComputer Assisted Language Learningen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/09588221003776781en_US
dc.subjectInteractive whiteboardsen_US
dc.subjectStudent attitudesen_US
dc.subjectTeacher attitudesen_US
dc.subjectTurkeyen_US
dc.titleTurkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classroomsen_US
dc.typeArticleen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.citation.spage235en_US
dc.citation.epage252en_US
dc.citation.volumeNumber23en_US
dc.citation.issueNumber3en_US
dc.identifier.doi10.1080/09588221003776781en_US
dc.publisherRoutledgeen_US


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