The Effectiveness of Communicative Language Teaching with Interactive Whiteboard on Junior High School Students’ English Proficiency

• Main Authors: Hsia-Nuan Chang, 張夏暖
• Other Authors: Chun-Yi Shen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/35636690211549259075

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 98 === The study aimed to explore the effects of communicative language teaching with interactive whiteboard on junior high school students’ English learning attitude and achievement. A quasi-experimental design was used. This study targeted on 93 ninth graders from three classes of an junior high school in Taoyuan County, and the three classes were randomly assigned into two experimental groups and one control group. Each group included 31 students. One of the experimental groups received “communicative language teaching with interactive whiteboard,” another experimental group received “communicative language teaching with projector” and the control group received “communicative language teaching with traditional blackboard.” The experiment was conducted for 5 weeks. The study instruments were English Learning Attitude Scale and English Achievement Test. All participants took a pretest and a posttest, and ANCOVA was used to analyze the data. Also, qualitative analysis such as observation and interviews with students was adopted to complement students’ learning response towards interactive whiteboard-integrated instruction. The results were summarized as follows: 1. The effect of English learning attitudes (1)In the total scores of the posttest , the experimental group who received” communicative language teaching with interactive whiteboard” was better than another experimental group who received” communicative language teaching with projector（p<.05）.” However, compared with the control group who received “communicative language teaching with traditional blackboard”, there was no significant difference between the two groups. (2) In the posttest scores of “ self-learning ”, the experimental group who received” communicative language teaching with interactive whiteboard” was better than another experimental group who received” communicative language teaching with projector” and the control group who received “communicative language teaching with traditional blackboard”（p<.05）.” (3) In the posttest scores of “ curriculum”, “assignment”, “learning ability” and “the importance of English”, there was no significant difference among three groups . 2. The effect of English learning achievement:The posttest scores of the experimental group who received” communicative language teaching with interactive whiteboard” was better than those of another experimental group who received” communicative language teaching with projector” and the control group who received “communicative language teaching with traditional blackboard （p<.05）.” 3. From the information of observation and interviews, the teacher and students reflected positive assessment about integrating IWB into English communicative language teaching . Based on the results of the study, the researcher also provided a discussion in which some recommendations have been made regarding instructional assistance and future studies.