Employing the smart interactive whiteboard to teach guided writing vocabulary

Madya Mazura @ Mastura binti Muhammad

QR Code Link :
Type :	Article
Subject :	P Philology. Linguistics
ISBN :	2180-2726
Main Author :	Madya Mazura @ Mastura binti Muhammad
Title :	Employing the smart interactive whiteboard to teach guided writing vocabulary
Hits :	114

Place of Production :	Tanjung Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2024
Notes :	Issues in Language Studies
Corporate Name :	Universiti Pendidikan Sultan Idris
HTTP Link :	Click to view web link
PDF Full Text :	You have no permission to view this item.

Abstract : Universiti Pendidikan Sultan Idris

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. _ 2024, Universiti Malaysia Sarawak. All rights reserved.

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'sthesis]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'sthesis,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.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to search page