Application of Interactive Whiteboard on Remedial Instruction for EFL Low Achievers


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Authors

  • Shyh-Chyi Wey
  •  Yeiu-Hsiu Lin
  • Chen Shu-Chu

Keywords:

Interactive Whiteboard, EFL, English learning

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.

Author Biographies

 Yeiu-Hsiu Lin

Shu-Chu Chen 1 1 National Yunlin University of Science and Technology,

E-posta: Corresponding Author: Chen Shu-Chu, chensc@yuntech.edu.tw

Chen Shu-Chu

National Yunlin University of Science and Technology

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Published

30.10.2022

How to Cite

Wey, S.-C., Lin, Yeiu-H., & Shu-Chu, C. (2022). Application of Interactive Whiteboard on Remedial Instruction for EFL Low Achievers. International Journal of Contemporary Educational Research, 1(1), 34–41. Retrieved from https://ijcer.net/index.php/pub/article/view/11

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