Developing Competencies for Using the Interactive Whiteboard to Implement Communicative Language Teaching in the English (Foreign Language) Classroom

Hadadi, Ahmad; Abbasi, Hamed; Goodarzi, Ahmad

doi:10.1016/j.sbspro.2014.03.459

Cited by 7 publications

(8 citation statements)

References 6 publications

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“…The participants also indicated that the IWB lessons should include and identify national, state, and local education standards; long-term goals; and short-term objectives. Teachers identified that students collaborating and communicating were necessary because by design the interactive whiteboard is not a one-person tool (Hadadi, Abbasi, & Goodarzi, 2014). Most of the participants mentioned that the students not only became involved with the IWBs and learning, they also became involved with one another.…”

Section: What Are the Experiences Of Elementary Teachers In Integrating Interactive Whiteboards In Their Classrooms?mentioning

confidence: 99%

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

Samsonova

2018

IJLTER

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This research examines several public school teachers' perceptions and usage of interactive whiteboards (IWBs). The study was conducted using the conceptual framework of Roger's (2003) theory of diffusion and innovation, Davis' (1989) technology acceptance model and Ajzen's (1991) theory of planned behavior. Nine public school elementary teachers who used IWB technology in their classrooms for a full academic year were selected as the participants for this research study. The data were collected using two interviews over Skype or phone in conjunction with an analysis of lesson plans snapshots. The teachers' experiences were classified according to lesson development with IWBs, teaching using IWBs, and assessing students with IWBs. The teacher's perceptions were categorized as the successful integration of IWBs, pedagogical practices with IWBs, general issues with IWBs, and school support. The study concluded that overall teachers have positive attitudes towards IWBs and see integrating technology as a beneficial aid in their pedagogical practices. In addition, the participants identified the need for professional development, extra planning time for new lessons development, consistent technical support, and upgrades to the technology as essential elements for the successful implementation of IWBs in the classrooms.

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Section: What Are the Experiences Of Elementary Teachers In Integrating Interactive Whiteboards In Their Classrooms?mentioning

confidence: 99%

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

Samsonova

2018

IJLTER

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“…Some of the studies included in the collection provide not only examples, but also empirical evidence of the learning benefits that derive from the implementation of task-based activities in the language classroom. Studies of a similar nature, some with practical advice to teachers, have also come to light recently (González-Lloret, 2015;Hadadi, Abbasi, and Goodarzi, 2014;Kurek, 2015;Martins, 2015;Roessingh, 2014;Schmid and Whyte, 2014;Tsai, 2015).…”

Section: Literature Reviewmentioning

confidence: 98%

Designing Technology-Mediated Tasks For Language Teaching: A Methodological Framework

Lopes¹

2017

HUJE

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PETALL (Pan-European Task-based Activities for Language Learning) is a European-funded project aiming at the promotion of foreign languages learning through ICT-based tasks. For that purpose, the project consortium has offered teacher training courses and has produced samples of best practices in which technologies play a major role. These tasks have been trialled and evaluated in the neighbouring countries in a network of collaborative partnerships in teaching and research, which allowed the designers of the tasks to receive constructive feedback from peers and end-users (teachers and learners). This article first provides an overview of the project (namely its rationale, literature review, implementation and evaluation processes, and the dissemination and exploitation strategies), before explaining in greater detail the procedures employed by the consortium in the settingup of a methodological framework to be used in the designing and trialling of ICT-based tasks. The different stages of the designing process are described, as well as the criteria for the validation of the proposed samples. The template used by the designers is explained and an analysis of the set of tasks is also provided. In the end, some closing remarks based on the outcomes of the project are given.Keywords: Task-based Language Teaching; ICT; Common European Framework; European projects; Teacher Training. ÖZ: PETALL (Pan-European Task-based Activities for Language Learning) yabancı dilin BIT-odaklı görevlerle öğretimini teşvik etmeyi amaçlayan Avrupa fonlu bir projedir. Bu amaçla, proje konsorsiyumu öğretmen eğitimi kursları düzenlemiş ve teknolojinin çok önemli bir rol oynadığı en iyi uygulamalardan örnekler ortaya koymuştur., Bu görevler, bunları tasarlayanların paydaşlarından ve son kullanıcılardan (öğretmenler ve öğrenciler) yapıcı dönütler almasına imkan veren öğretim ve araştırma alanında işbirlikçi ortaklık ağları kurmuş olan komşu ülkelerde denenmiş ve değerlendirilmiştir.Bu makale öncelikle projeye genel bir bakış (projenin gerekçesi, literatür taraması, uygulama ve değerlendirme süreçleri, yayma ve tanıtma stratejileri) ardından da çok daha detaylı bir şekilde BIT-odaklı görevlerin tasarlanma ve denenmesinde kullanılan metodolojik çerçevenin kurulmasında konsorsiyum tarafından uygulanan süreçleri sunmaktadır. Önerilen örneklerin onaylama ölçütlerinin yanı sıra tasarlama sürecinin farklı aşamaları da makalede tanımlanmıştır. Tasarımcıların kullandığı şablonlar açıklanmış ve hazırlanan görevlerin analizi verilmiştir. Sonuç kısmında ise projenin çıktılarına dayanan kapanış bölümü bulunmaktadır.

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“…The followings are the characteristics of Communicative Language Teaching stated by David Nunan (cited in Hadadi, Abbasi, & Goodarzi, 2014):  Emphasizing on the language learning to communicate through interactions in target language.  There is introduction to the authentic texts in that learning situation.…”

Section: Communicative Language Teaching In Teaching Learning Languagementioning

confidence: 99%

“Visit My Stall”, A Game For Learning Indonesian as a Foreign Language (BIPA)

Zulfa

Triyono

2018

PAROLE J. Linguist. Edu.

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Essentially, learning Indonesian is the same as learning other foreign languages for the foreigners, and it uses the same methods for teaching and learning process. The tutor of that learning Indonesian for the foreigners (BIPA) must choose the appropriate methods for making teaching and learning process runs well and interesting. This paper is written based on the literature which aims at promoting a game, Visit My Stall, game for learning Indonesian as a foreign language. This paper also tries to show the explanation about this game, how to implement it, roles of the teacher and learners, as well as the assessment and the advantages offered. This game is created based on the principles of Communicative Language Teaching and Cooperative Learning in which learners are given the opportunities for cooperating with their group actively and interacting by exchanging their ideas to solve the problems in the form of tasks given by the teacher by means for achieving the same goals of each group. This game is not only to improve learners’ speaking skill in Indonesian, but also to motivate them when the learning process takes place. Thus, learning Indonesian for the foreigners will be an exciting and enjoyable activity for them.

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Developing Competencies for Using the Interactive Whiteboard to Implement Communicative Language Teaching in the English (Foreign Language) Classroom

Cited by 7 publications

References 6 publications

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

Designing Technology-Mediated Tasks For Language Teaching: A Methodological Framework

“Visit My Stall”, A Game For Learning Indonesian as a Foreign Language (BIPA)

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