scholarly journals INTERACTIVE WHITEBOARD AS A MEAN TO ENHANCE LEARNERS’ ENGAGEMENT IN LANGUAGE LEARNING

2021 ◽  
Vol 18 (11) ◽  
Author(s):  
Lê Thuỳ Linh ◽  
Huỳnh Thị Như Duyen
Keyword(s):  
Language Learning ◽  
Interactive Whiteboard

scholarly journals Perceptions of interactive whiteboard pedagogy in the teaching of Chinese language

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Hui Ling Xu ◽  
Robyn Moloney
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
New Technology ◽  
Chinese Language ◽  
Case Study Research ◽  
Interactive Whiteboard ◽  
Rapid Acquisition ◽  
Senior Secondary

<span>There have been many positive claims made concerning the benefits of learning through a pedagogy which makes use of an interactive whiteboard (IWB), leading to a rapid acquisition and implementation of the IWB in schools. There is more limited research, however, of the effectiveness of the IWB in language learning and, in particular, in the learning of Chinese. This case study research used both qualitative and quantitative data to collect teacher and student perceptions of the learning of Chinese through an IWB pedagogy in one secondary school in Sydney, Australia, involving students in three levels of senior secondary school. Our findings confirm previous studies which state that students endorse the use of new technology in education. In particular, our study shows that the students believed that the IWB was effective in enhancing various aspects of their Chinese language learning. The positive attitude of the teacher towards the use of new technology in teaching is also found to play an important role in the implementation and success of the use of the IWB and in turn leads to the effective teaching and learning of Chinese. This study contributes to attention within research to the application of new technology in language learning.</span>

Using Interactive Whiteboards to Teach Grammar in the MFL Classroom

2010 ◽  
pp. 216-224 ◽  
Author(s):  
Barbara Bettsworth
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Strong Preference ◽  
Foreign Languages ◽  
Visual Features ◽  
Wide Range ◽  
Before And After ◽  
The Uk

The purpose of this study was to examine, from the pupil’s perspective, how effective the interactive whiteboard is in promoting understanding and retention of specific grammar points in the Modern Foreign Languages classroom within the secondary school sector. Fifty-eight pupils, in two parallel teaching groups, participated in the study over an eight-week period at a secondary school in the UK. The lessons were delivered entirely from the IWB, using a wide range of interactive features. Pupils completed a questionnaire designed to assess their perceptions of language learning before and after the study. In addition, six pupils from each of the groups were interviewed in more detail. The results of the questionnaires and interviews indicated a strong preference for IWB enhanced lessons, particularly where these related visual features of the IWB to elements of language. The results will inform future training within the languages department, and then within other teaching areas at the school.

First Steps toward a Model of Interactive Whiteboard Training for Language Teachers

2010 ◽  
pp. 197-215 ◽  
Author(s):  
Euline Cutrim Schmid ◽  
Estelle Schimmack
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Technology Training ◽  
Communicative Language Teaching ◽  
Interactive Whiteboard ◽  
Language Teachers ◽  
Computer Assisted ◽  
Video Recordings ◽  
Research Findings ◽  
Teacher Professional

This chapter presents findings of a research project that investigates a model of interactive whiteboard technology training that incorporates a) a “bottom up” approach to teacher professional development in Computer Assisted Language Learning, and b) a pedagogical framework based on a socio-cognitive view of communicative language teaching. The chapter reports on a study conducted with a group of nine English teachers at a secondary school in Germany. Research data were collected via classroom observations, video recordings of IWB training workshops and in depth interviews with the teachers. The research findings shed some light on a) the various competencies that may be required by language teachers who want to exploit the IWB towards a socio-cognitive view of communicative language teaching and b) some principles for the design and implementation of an IWB technology training which would best assist the teachers with achieving this outcome.

scholarly journals USING INTERACTIVE WHITEBOARDS TO ENHANCE ENGLISH LANGUAGE INSTRUCTION AND LEARNING

2021 ◽  
Vol 16 (1) ◽  
pp. 342-353
Author(s):  
Оксана Рогульська ◽  
Ольга Тарасова
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
New Technology ◽  
Interactive Whiteboards ◽  
Language Instruction ◽  
Interactive Whiteboard ◽  
Teaching English ◽  
School Students

The article deals with the phenomenon of Interactive Whiteboards; their characteristics, possible ways of use and contributions to English lessons. The main aims are to examine the tool from various perspectives, to research the Interactive Whiteboards implementation possibilities in Ukraine and to provide methodological support for teachers of English as a foreign language. The key facts about Interactive Whiteboards on the basis of worldwide research and publications are summarized in the article. The article includes description and analysis of the uses of Interactive Whiteboards in English as a Foreign Language (EFL) classroom. The research aims at investigating the effects of using an Interactive Whiteboard in vocabulary, grammar, reading, writing and speaking teaching. It is emphasized that teaching English as a foreign language in accordance with the recent trends requires equal development of all language skills, regular exposition to natural language by Whiteboards, which support multimodality and learners involvement, have the potential to become one of the tools that can help the English teachers fulfill these aims. The study shows that there is potential in language learning for students with the use of Interactive Whiteboards, due to the teachers’ willingness to integrate new technology and take risks when applying it. This attitude is a positive first step and if the correct measures are taken from policy makers and stakeholders, language teaching may advance in particular ways. Findings show that the use of Interactive Whiteboards increases the students’ English academic success when compared to the use of blackboard and using Interactive Whiteboard in teaching English affects school students’ achievement positively.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

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