The attitudes of intermediate level ESL learners and teachers toward the usability and impact of interactive whiteboards

Abstract

This study explores the attitudes of the Intermediate level learners and teachers toward the usability of the interactive whiteboard (IWB) in English as a second language (ESL) teaching and learning contexts. It also seeks to examine the impact these teachers perceive the IWB to have on their student's learning and their own teaching practices, as well as the learners' perceptions of the IWB's impact on their own abilities in ESL. Quantitative data was collected at regular set intervals through the administrative of questionnaires. The data collection process also involved having semi-structured interviews at three intervals with the participating ESL teachers. In order to describe the findings from the learners' questionnaires, the data was analyzed using descriptive statistics at each interval. Repeated measures ANOVA, also called General Linear Model 4 (GLM4), statistics was also used to determine the impact and usability of the IWB from the perspective of the learners across the three month intervals. The data from the responses of the interview participants was categorized and examined based on the relevant themes and categories. The results of this study suggest that the IWB is a form of educational technology worth investing in because it is a useful form of education technology that the learners and teachers find appropriate and applicable to their learning environment. Moreover, the participants' responses indicate that they perceive the IWB as an educational tool that can enhance the learning and teaching experience, increase the learners teachers' motivation, as well as positively impact their interest and focus in the ESL course.