EMPLOYING THE SMART INTERACTIVE WHITEBOARD TO TEACH GUIDED WRITING VOCABULARY
DOI:
https://doi.org/10.33736/ils.5643.2024Keywords:
Smart Interactive Whiteboard; vocabulary teaching; guided writing; flashcards; ESL.Abstract
This study investigates the effects of employing the Smart Interactive Whiteboard in a Malaysian primary-level guided writing class. The study also examines students’ perspectives on different teaching techniques and the factors affecting personal preferences. The study employs a sequential explanatory research design. The participants comprise 42 11-year-old students at the Malaysian Year 5 level. Quantitative data are collected in the form of pre- and post-test scores. Simultaneously, qualitative data are gathered using semi-structured interviews to support the quantitative findings and to provide data triangulation. The findings reveal that the Smart Interactive Whiteboard is preferred by most participants over traditional flashcards. The study also provides valuable comparative insights into vocabulary teaching methods and identifies areas of improvement for guided writing teaching approaches. Therefore, the Smart Interactive Whiteboard can potentially cater to students’ multiple needs and learning requirements, being aligned with the academic and professional needs of the target community. The Smart Interactive Whiteboard is also effective in engaging students in the learning process, making vocabulary learning enjoyable and effective at different proficiency levels.
References
Abdullahi, M. (2003). The attitude of science teachers in the use of instructional media. Kano Journal of Education, 2(1), 30-33.
Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3), 81-98. https://doi.org/10.24093/awej/vol10no3.6
Ai, H., & Lu, X. (2018). Exploring the interdisciplinary synergy between sociocultural theory and intelligent computer-assisted language learning. In J. P. Lantolf, M. E. Poehner & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 409 – 421). Taylor and Francis.
Alfahadi, A. M. (2015). The effectiveness of using smart board technology in teaching English as a foreign language to preparatory year students at Tabuk University. Education Journal, 4(6), 332-337.
http://dx.doi.org/10.11648/j.edu.20150406.12
Anthonia, N., Ugwuoke, N., Nwachukwu, R., & Ogbonnaya, K. A. (2016). Implementation of information communication technology in the teaching/learning process for sustainable development of adults in West Africa sub-Sahara region. Journal of Education and Practice, 7(21), 14-19.
Auliya, Z. (2016). Improving students’ vocabulary mastery through flashcards at the seventh-grade students of SMP PGRI Karangampel [Bachelor’s thesis] Syekh Nurjati State Islamic Institute Cirebon. Digital Library Institutional Repository IAIN Syekh Nurjati Cirebon. http://repository.syekhnurjati.ac.id
Baddeley, A. D. (1986). Working memory. Oxford University Press.
Baddeley, A. D. (1999). Human memory. Allyn & Bacon.
Barber, J., & Walczak, K. (2009). Conscience and critic: Peer debriefing strategies in grounded theory research. Annual Meeting of the American Educational Research Association (pp. 2-19). American Educational Research Association. https://www.researchgate.net/publication/242479874_Conscience_and_Critic_Peer_Debriefing_Strategies_in_Grounded_Theory_Research
Bartels, C., Carnes, M., & Ward, E. (2008). Internal medicine residents’ perceived ability to direct patient care: Impact of gender and experience. Journal of Women’s Health, 17(10), 1614-1621. https://doi.org/10.1089/jwh.2008.0798
Bellani, S. (2011). The advantages of using flashcards in learning. https://EzineArticles.com/expert/Sandro_Bellani/998605
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Sage.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners' writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81-92. https://doi.org/10.20547/jess0421604201
Gill, S. K. (2002). International communication: English language challenges for Malaysia. University Putra Malaysia Press.
Hsu, H. W. (2019). Understanding motivational fluctuations among young rural EFL learners: A longitudinal case study. Journal of Asia TEFL, 16(4), 1069-1083. https://doi.org/10.18823/asiatefl.2019.16.4.1.1069
Hycner, R. H. (1985). Some guidelines for the phenomenological analysis of interview data. Human Studies, 8, 279-303. https://doi.org/10.1007/BF00142995
Intan, A. M. A., & Fatin, Z. (2015, May 31). Poor English due to weak teaching methods. The Star Online.
https://www.thestar.com.my/News/Education/2015/05/31/Poor-English-due-to-weak-teaching-methods/
Karami, S., Sadighi, F., Bagheri, M. S., & Riasati, M. J. (2018). The potential impact of the application of electronic portfolio on Iranian EFL learners’ writing performance seeking their gender role. Cogent Social Sciences, 4(1), 1-17. https://doi.org/10.1080/23311886.2018.1562509
Krosnick, J. A., & Presser, S. (2009). Question and questionnaire design. In J. D. Wright & P. V. Marsden (Eds.), Handbook of survey research (pp. 1-81). Elsevier.
Kvale, S. (1996). Interviews. Sage.
Lavrakas, P. J. (2008). Encyclopedia of survey research methods. https://doi.org/10.4135/9781412963947.n440
Leny, N. (2006). Teaching vocabulary through pictures in the kindergarten students [Bachelor’s thesis, Syarif Hidayatullah State Islamic University]. Institutional Repository UIN Syarid Hidayatullah Jakarta. https://repository.uinjkt.ac.id/dspace/
Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Language Teaching Publications.
Li, H. Y. (2004). Vocabulary exercises should focus on the output training of words. Foreign Language Teaching.
Li, J. T., & Tong, F. (2019). Multimedia-assisted self-learning materials: The benefits of E-flashcards for vocabulary learning in Chinese as a foreign language. Reading and Writing, 32(5), 1175-1195. https://doi.org/10.1007/s11145-018-9906-x
Lin, H. C. K., Lin, Y. H., Wang, T. H., Su, L. K., & Huang, Y. M. (2021). Effects of incorporating augmented reality into a board game for high school students’ learning motivation and acceptance in health education. Sustainability, 13(6), 1-14. https://doi.org/10.3390/su13063333
Lin, L. L. (2009). Technology and second language learning. https://eric.ed.gov/?id=ED505762
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.
Macklem, G. L. (2015). Boredom in the classroom: Addressing student motivation, self-regulation, and engagement in learning. Springer.
Margulieux, L. E., & Catrambone, R. (2021). Scaffolding problem solving with learners’ own self-explanations of subgoals. Journal of Computing in Higher Education, 33(2), 499-523. https://doi.org/10.1007/s12528-021-09275-1
Mayer, R. E. (2005). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. (pp. 1- 28). Cambridge University Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Md Yunus, M., & Abdullah, N. R. K. R. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia Social and Behavioral Sciences, 11, 2631-2636. https://doi.org/10.1016/j.sbspro.2011.04.160
Ministry of Education Malaysia. (2013). Dokumen standard kurikulum dan pentaksiran. https://www.moe.gov.my/en/moe-staff/education-services-officer/dskp
Ministry of Education Malaysia. (2015). Surat pekeliling lembaga peperiksaan bil.2 tahun 2015: Format peperiksaan pusat ujian pencapaian sekolah rendah (UPSR) tahun 2016. http://lp.moe.gov.my/index.php/pekeliling-surat-siaran/surat-pekeliling-lembaga-peperiksaan/298-surat-pekeliling-lembaga-peperiksaan-bil-2-tahun-2015-format-peperiksaan-pusat-ujian-pencapaian-sekolah-rendah-upsr-tahun-2016
Misbah, N. H., Mohamad, M., Md Yunus, M., & Ya’acob, A. (2017). Identifying the factors contributing to students’ difficulties in the English language learning. Creative Education, 8(13), 1999-2008. https://doi.org/10.4236/ce.2017.813136
Mishler, E. G. (1991). Representing discourse: The rhetoric of transcription. Journal of Narrative and Life History, 1(4), 225-280. https://doi.org/10.1075/jnlh.1.4.01rep
Morgan, G. L. (2008). Improving student engagement: Use of the interactive whiteboard as an instructional tool to improve engagement and behavior in the junior high school classroom [Doctoral dissertation, Liberty University]. Institutional Repository of Liberty University. https://digitalcommons.liberty.edu/doctoral/121
Namaziandost, E., Hosseini, E., & Utomo, D. W. (2021). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts & Humanities, 7(1), 1-15. https://doi.org/10.1080/23311983.2020.1715525
Nelson, R. (2018). How “chunky” is language? Some estimates based on Sinclair’s idiom principle. Corpora, 13(3), 431-460. https://doi.org/10.3366/cor.2018.0156
Obermeier, A., & Elgort, L. (2021). Deliberate and contextual learning of L2 idioms: The effect of learning conditions on online processing. System, 97, 1-11. https://doi.org/10.1016/j.system.2020.102428
Protacio, M. S. (2017). A case study exploring the reading engagement of middle grades English learners. RMLE Online, 40(3), 1-17. https://doi.org/10.1080/19404476.2017.1280586
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
Sathya, S. (2020). ECLECTIC 4.0: The new learning model for business schools. Higher Education, Skills and Work-Based Learning, 10(3), 581-590. https://doi.org/10.1108/HESWBL-03-2019-0044
Şen, M., & Ağir, A. (2014). The effects of using an interactive whiteboard in teaching English on the achievement of primary school students. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(2), 39-54. http://dergipark.gov.tr/iuhayefd/issue/8801/110028
Shukla, A. (2019). Teaching aids and instructional materials - Tools for teachers and students. https://cognitiontoday.com/teaching-aids-and-instructional-materials-tools-for-teachers-and-students/
Suhaimi, N. (2014). The effectiveness of using flashcard in teaching vocabulary: A quasi-experimental study in the seventh grade of MTs N Jakarta [Bachelor’s thesis, Syarif Hidayatullah State Islamic University]. Institutional Repository Syarif Hidayatullah State Islamic University. http://repository.uinjkt.ac.id/dspace/handle/123456789/27825
Sun, M., Tsai, S., Engle, D. L., & Holmer, S. (2021). Spaced repetition flashcards for teaching medical students’ psychiatry. Medical Science Educator, 31(3), 1125-1131. https://doi.org/10.1007/s40670-021-01286-y
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wertsch, J. (1993). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
Zhang, B. C., & Wei, H. (2004). A study on the presentation of English vocabulary teaching. Foreign Language and Foreign Language Teaching, 4, 24-27. https://doi.org/ 10.13458/j.cnki .flatt .002870
Ziafar, M. (2020). The influence of explicit, implicit, and contrastive lexical approaches on pragmatic competence: The case of Iranian EFL learners. International Review of Applied Linguistics in Language Teaching, 58(1), 103-131. https://doi.org/10.1515/iral-2016-0018
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 UNIMAS Publisher
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) For subscription articles, the author(s) agree that UNIMAS Publisher holds copyright, or an exclusive license to publish. Readers or users may view, download, print, and copy the content, for academic purposes, subject to the following conditions of use: (a) any reuse of materials is subject to permission from UNIMAS Publisher; (b) archived materials may only be used for academic research; (c) archived materials may not be used for commercial purposes, which include but not limited to monetary compensation by means of sale, resale, license, transfer of copyright, loan, etc.; and (d) archived materials may not be re-published in any part, either in print or online.
4) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
5) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
6) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
