Application of Interactive Whiteboard on Remedial Instruction for EFL Low Achievers

Abstract

The purpose of this research is to explore the effect of the application of interactive whiteboard (IWB) on EFL fourth graders’ remedial instruction by examining their English performance and learning attitude and confidence. A quasi-experimental method was employed in the present study. Participants were twenty low-achieving fourth graders in English subject. The remedial instruction was implemented for eight weeks. A proficiency test and a survey questionnaire were administered before and after the instruction. The findings indicated that (1) after receiving the remedial instruction with IWB, students made significant improvement in English reading and speaking; (2) comparing with the control group, students instructed with IWB showed better attitude and higher confidence in English learning.

Keywords

• interactive whiteboard
• efl
• english learning