The impact interactive whiteboards on classroom interaction in tertiary level English as a foreign language classes

Abstract

This study aimed to investigate the relationship between classroom interaction and Interactive Whiteboard use in tertiary level English as a Foreign Language classes, and to compare the types of interaction patterns occurring in classes equipped with either an IWB or a regular whiteboard. In the study, one control group and one experimental group were employed, both of which were taught by the same EFL teacher. In the control group, classroom instruction was supplemented with a regular whiteboard while in the experimental group an IWB was used. Data collection was carried out through observations and video recordings of classes, and analyzed using the categories and checklists of the Communicative Oriented Language Teaching (COLT) observation schemes (Spada & Fröhlich, 1995). Findings revealed only slight differences between the interaction patterns in the IWB and the non-IWB groups, indicating that the IWB did not impact interaction in the classroom negatively; nor did it greatly contribute to classroom interaction. Therefore, the study showed that an IWB alone is not pivotal to foster classroom interaction. Based on the results of negligible direct effects of IWB use on classroom interaction, the study draws teachers’, administrators’ and material developers’ attention to specific ways of using an IWB to increase the interaction in EFL classes at the tertiary level.