USING INTERACTIVE WHITEBOARDS TO ENHANCE ENGLISH LANGUAGE INSTRUCTION AND LEARNING
Abstract
The article deals with the phenomenon of Interactive Whiteboards; their characteristics, possible ways of use and contributions to English lessons. The main aims are to examine the tool from various perspectives, to research the Interactive Whiteboards implementation possibilities in Ukraine and to provide methodological support for teachers of English as a foreign language. The key facts about Interactive Whiteboards on the basis of worldwide research and publications are summarized in the article. The article includes description and analysis of the uses of Interactive Whiteboards in English as a Foreign Language (EFL) classroom. The research aims at investigating the effects of using an Interactive Whiteboard in vocabulary, grammar, reading, writing and speaking teaching. It is emphasized that teaching English as a foreign language in accordance with the recent trends requires equal development of all language skills, regular exposition to natural language by Whiteboards, which support multimodality and learners involvement, have the potential to become one of the tools that can help the English teachers fulfill these aims. The study shows that there is potential in language learning for students with the use of Interactive Whiteboards, due to the teachers’ willingness to integrate new technology and take risks when applying it. This attitude is a positive first step and if the correct measures are taken from policy makers and stakeholders, language teaching may advance in particular ways. Findings show that the use of Interactive Whiteboards increases the students’ English academic success when compared to the use of blackboard and using Interactive Whiteboard in teaching English affects school students’ achievement positively.
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