The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt

Abstract

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Teaching Turkish as a Foreign Language with Interactive Whiteboards: A Case Study of Multilingual Learners

“…Surprisingly, this finding is not parallel with the existing studies that stress the potentials of IWBs for language learning (Albaaly and Higgins 2012).…”

“…Despite many studies having examined the IWB use in schools, there is a lack of research focusing on the use of IWBs in foreign language programs (Albaaly and Higgins 2012;Cutrim-Schmid 2006Durán and Cruz 2011;Glover et al 2007;Mathews-Aydinli and Elaziz 2010;Tozcu 2008). Many studies have focused on the use of IWBs in language teaching setting where English is taught as a foreign language (EFL) context.…”

“…In a recent experimental study where writing micro-skills taxonomy was used, Albaaly and Higgins (2012) investigated the effects of IWBs on Egyptian students' achievement in EFL writing courses in medical schools and found no difference between the control and experimental groups in terms of achievement tests scores. Surprisingly, this finding is not parallel with the existing studies that stress the potentials of IWBs for language learning (Albaaly and Higgins 2012).…”

“…In addition, this study has used qualitative supported quantitative research design in which data are collected by means of a valid and reliable IWB student survey as well as semi-structured interviews with students. Another prominent feature of the current study is that aiming to examine learners' general perceptions about IWB use in a foreign language learning program instead of focusing on a particular aspect such as non-roman scripts (Tozcu 2008) and English writing micro-skills (Albaaly and Higgins 2012). Moreover, the implementation period of this study can be regarded as long enough (14-weeks) to enable students to develop an attitude towards IWB use by tearing off the initial enthusiasm regarding using of a new technology described as the novelty effect (Beauchamp and Parkinson 2005;Levy 2002).…”

A Holistic View to Barriers to Technology Integration in Education

“…On the one hand, while technology integration studies gain momentum in schools, it is seen that research on technology integration has increased. In many studies examining the effects of the use of various technologies in education, it has been concluded that technology positively affects learning and success when used with appropriate pedagogical methods (Albaaly & Higgins, 2012;Almekhlafi, 2006;Erbas, Ince, & Kaya, 2015;Lei & Zhao, 2007;Malik & Shanwal, 2015;Mouza, 2008). However, it is thought that the results of these research are insufficient to say that the use of technology is effective in improving the quality of teaching and providing learning (Inan & Lowther, 2010).…”