Integrating Interactive Whiteboard into Elementary English Remedial Instruction for Low Achievers

• Main Authors: Yue-shiou Lin, 林玥秀
• Other Authors: Shyh-chyi Wey
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/83855807399113894856

碩士 === 雲林科技大學 === 應用外語系碩士班 === 98 === The purpose of this research is to examine the effect of interactive whiteboard (IWB) integrated into fourth graders’ remedial instruction. This study investigated if IWB integrated into English remedial instruction improved students’ English performances and learning motivations. A quasi-experimental method was employed in the current study. Participants were twenty low achievers in English learning of fourth grade in Chiayi County. The instruction was implemented four times a week for eight weeks. The experimental instruments included two English performance tests, pre- and post- English learning motivation questionnaires (ELMQ), and interviews. The finding revealed that: (1) After receiving the remedial instruction with IWB, students in the experimental group made significant improvement in English reading performance in the posttest than the control group. (2) After receiving the remedial instruction with IWB, students in the experimental group made significant improvement in ELMQ posttest in the aspect of attitude than the control group. The result of this study indicated that IWB integrated into remedial instruction had positive effect on low achievers’ English reading performances and attitudes toward English learning.