Using technology in education is very common nowadays. Interactive white boards are considered one of the product of this technology. The purpose of this research study was to determine the impact of the interactive whiteboards as an instructional tool on Iranian first-grade high school male students’ vocabulary achievement. Fifty first-grade high school male students participated in this study and were divided into two separate groups: one experimental group who were taught through the interactive whiteboards and the control group taught through traditional whiteboard. A vocabulary test used to asses students’ vocabulary achievement. The study was based on eight ninety-minute-long sessions(one session each week). Four units including vocabularies were taught during this two-month period. While teaching vocabulary, at first the teacher played the CD that pronounced each new word 3 times and asked students to repeat the words after listening to them. Then, the pronounced word appeared on the screen. Next, if the word was concrete, its picture was displayed on the interactive whiteboard, and finally the new words were used in sentences. The result of pre and post-test indicated that using interactive white boards as a treatment did not have a significant impact on Iranian high school male students’ vocabulary achievement when compared to traditional board.
| Published in |
International Journal of Language and Linguistics (Volume 2, Issue 6-1)
This article belongs to the Special Issue Innovations in Foreign Language Teaching |
| DOI | 10.11648/j.ijll.s.2014020601.17 |
| Page(s) | 49-53 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Interactive Whiteboard (IWB) or Smart Boards, Vocabulary Breadth, Students’ Perception
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APA Style
Hajar Hassani, Fatemeh Behjat, Seyed Jamal Abdorahim Zadeh. (2014). Interactive White Boards and Iranian Male High School Students’ Vocabulary Breadth. International Journal of Language and Linguistics, 2(6-1), 49-53. https://doi.org/10.11648/j.ijll.s.2014020601.17
ACS Style
Hajar Hassani; Fatemeh Behjat; Seyed Jamal Abdorahim Zadeh. Interactive White Boards and Iranian Male High School Students’ Vocabulary Breadth. Int. J. Lang. Linguist. 2014, 2(6-1), 49-53. doi: 10.11648/j.ijll.s.2014020601.17
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Download@article{10.11648/j.ijll.s.2014020601.17,
author = {Hajar Hassani and Fatemeh Behjat and Seyed Jamal Abdorahim Zadeh},
title = {Interactive White Boards and Iranian Male High School Students’ Vocabulary Breadth},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {6-1},
pages = {49-53},
doi = {10.11648/j.ijll.s.2014020601.17},
url = {https://doi.org/10.11648/j.ijll.s.2014020601.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020601.17},
abstract = {Using technology in education is very common nowadays. Interactive white boards are considered one of the product of this technology. The purpose of this research study was to determine the impact of the interactive whiteboards as an instructional tool on Iranian first-grade high school male students’ vocabulary achievement. Fifty first-grade high school male students participated in this study and were divided into two separate groups: one experimental group who were taught through the interactive whiteboards and the control group taught through traditional whiteboard. A vocabulary test used to asses students’ vocabulary achievement. The study was based on eight ninety-minute-long sessions(one session each week). Four units including vocabularies were taught during this two-month period. While teaching vocabulary, at first the teacher played the CD that pronounced each new word 3 times and asked students to repeat the words after listening to them. Then, the pronounced word appeared on the screen. Next, if the word was concrete, its picture was displayed on the interactive whiteboard, and finally the new words were used in sentences. The result of pre and post-test indicated that using interactive white boards as a treatment did not have a significant impact on Iranian high school male students’ vocabulary achievement when compared to traditional board.},
year = {2014}
}
TY - JOUR T1 - Interactive White Boards and Iranian Male High School Students’ Vocabulary Breadth AU - Hajar Hassani AU - Fatemeh Behjat AU - Seyed Jamal Abdorahim Zadeh Y1 - 2014/11/19 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.s.2014020601.17 DO - 10.11648/j.ijll.s.2014020601.17 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 49 EP - 53 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.s.2014020601.17 AB - Using technology in education is very common nowadays. Interactive white boards are considered one of the product of this technology. The purpose of this research study was to determine the impact of the interactive whiteboards as an instructional tool on Iranian first-grade high school male students’ vocabulary achievement. Fifty first-grade high school male students participated in this study and were divided into two separate groups: one experimental group who were taught through the interactive whiteboards and the control group taught through traditional whiteboard. A vocabulary test used to asses students’ vocabulary achievement. The study was based on eight ninety-minute-long sessions(one session each week). Four units including vocabularies were taught during this two-month period. While teaching vocabulary, at first the teacher played the CD that pronounced each new word 3 times and asked students to repeat the words after listening to them. Then, the pronounced word appeared on the screen. Next, if the word was concrete, its picture was displayed on the interactive whiteboard, and finally the new words were used in sentences. The result of pre and post-test indicated that using interactive white boards as a treatment did not have a significant impact on Iranian high school male students’ vocabulary achievement when compared to traditional board. VL - 2 IS - 6-1 ER -
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