Document Type : Original Research Paper
Authors
1 Department of Educational Research,Allameh Tabataba'i University, Tehran, Iran
2 English Language Department, Farhangiyan University, Birjand, Iran
3 Department of Educational Technology, Faculty of Psychology, Allameh Tabataba'i University, Tehran, Iran
Abstract
Background and Objective:One of the new developments in educational technology that is currently widely used in classrooms to increase students' learning and motivation is the smart board. Smart board is an educational tool that allows computer images to be displayed using video projector on the board. The teacher can then use his/ her finger as a mouse to directly manipulate and copy items on the board on the screen. The speaker can save the presented content. The smart board's technology capabilities and accompanying software encourage students to immerse themselves deeply in the educational content and to move forward step by step with high motivation with the teacher in order to learn the content of the lesson. Some of the strengths and weaknesses of this tool is understandable and its effectiveness can be revealed by further research.The use of smart boards in teaching English as a foreign language has been of much concern to English language teachers since a couple of years ago. However, the impact of smart boards on learning phrasal verbs and attitudes of Iranian learners of English language has not been appropriately investigated.
Methods: The present study aimed at investigating the impact of smart boards on learning phrasal verbs and motivation of language learners for learning a foreign language. In doing so, 30 EFL learners at a high school in Khoramshahr were selected through convenience sampling. They received instruction on phrasal verbs through smart board within 8 weeks. The participants' scores on pretest, posttest, and follow up tests on motivation and phrasal verbs were submitted to two different repeated measures ANOVA.
Findings: The results showed that there was a significant difference between the participants' scores on pretest and posttest of both phrasal verbs and motivation test. Therefore, it could be argued that the use of small boards can significantly contribute to the learners' motivation and learning of phrasal verbs.
Conclusion: Smart boards as a tool have great potential to increase teachers 'educational performance and learners' educational achievements, and ultimately improve student achievement. However, the claim that the student's success can be automatically increased using this technology may be incorrect. Therefore, teachers need to think carefully about how to use this tool. Due to the spatial limitations of this research, its replication research in other schools may have different results. Therefore, the results may not be generalized to all high school students and other areas. The duration of this study was only eight sessions, which seems to be a limited time. In addition, the participants were high school seniors, and other high school levels were not considered, and only female students were recruited in the study. As a result, choosing a larger sample size consisting both male and female students can increase the validity of the results.
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COPYRIGHTS
©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.
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