The impact of Interactive Whiteboard use in the secondary EFL learning classroom on student engagement and active learning.

The present study aimed at investigating the impact of the interactive whiteboard on student engagement and active learning through the context of using Whiteboards in a Greek classroom with English language students. Existing literature, has revealed that such a relationship exists under particular circumstances. It was therefore interesting to look at this relationship in the context of teaching English to secondary school pupils. The present study contributes to the expansion of the current research literature as it examines the relationship of the interactive whiteboard technology and student engagement and active learning. A mixed research design methodology has been utilized with a small sample of 9 secondary school pupils (aged 13 years old) attending English lessons within a private institute in Kallithea, Greece. Three research tools were employed in order to assess the impact of the interactive whiteboard on student engagement and active learning: observation protocols, questionnaires and an interview. The data collection produced a range of qualitative and quantitative data. The findings revealed that the interactive whiteboard can have positive impact on student engagement and active learning. More specifically, participation and active engagement increase. The study has implications for the use of the interactive whiteboards in EFL teaching to secondary classroom pupils. Furthermore, the findings of this study may assist practitioners in the education sector to develop a better understanding of the valuable contributions of the interactive whiteboard to teaching as well as to assist trainers to provide relevant training