Interactive Electronic Whiteboards Impacts on Language Learning Performance
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Yushen Fang, Lungssheng Lee
Due to powerful technical support for both teaching and learning, interactive whiteboards (IWBs) have been increasingly employed in schools. Using IWBs leads to multi-sensory learning synergy, supported by the perspective of Gestalt theory. Accordingly, the purpose of the study described in this article was to explore the effects that IWBs have on students in regards to the learning of the Taiwanese language (i.e., Minnan/Hokkien dialect). To achieve this purpose, a nonequivalent pretest-posttest quasi-experimental design was employed. The subject group consisted of one hundred students in four 3rd grade classes in southern Taiwan. A total of four intact classes participated in this study. Two classes, with a total of 51 students, were assigned to the experimental group, while two classes, consisting of 49 students were assigned to the control group. Research instruments employed included a learning achievement test, a learning attitude inventory and a semi-structured interview form. After conducting an analysis of covariance (ANCOVA) on the data collected, the performance on learning achievement and learning attitude (including learning confidence, learning motivation and learning anxiety) of the experimental group was higher when compared to the control group. This result indicates that the application of IWBs for the instruction of Taiwanese language is effective and integration/adaptation worthwhile.
Educational Technology, Interactive Whiteboard (IWB), Mother Tongue, Taiwanese Language, Minnan/Hokkien Dialect.