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Using Interactive White Boards in Language Teaching: Back to Teacher Centeredness or a Step Forward?
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
2015 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay examines the use of interactive white boards (IWBs) in English language teaching. The aim of the essay is to find out whether IWBs encourage a teacher-centred, transmission-based form of teaching. The project was carried out as a quantitative study of classroom observations, with the aim of counting teacher-initiated interactions in the classroom as a measure of teacher-centredness. Sinclair and Couldhard’s (1975) model of discourse analysis was used as a reference tool for counting the interaction in the classroom with the structure of Initiation, Response, Feedback (IRF). If IWBs encourage a transmission form of teaching, the number of IRF exchanges should be higher. The results of the study showed only a slightly higher average number of IRF exchanges during lessons where the IWB was use. The results also show several activities for which the IWB is used which involve a reduction in the number of IRF exchanges, and therefore providing the basis for the rejection of the hypothesis that IWBs encourage a transmission form of teaching. The essay comes to the conclusion that IWBs is a tool that can be used in a way that is suitable for today’s approaches to pedagogy

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
Interactive White Boards, IWB, ELT
National Category
URN: urn:nbn:se:lnu:diva-45986OAI: diva2:850046
Subject / course
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet
Available from: 2015-09-22 Created: 2015-08-31 Last updated: 2015-09-22Bibliographically approved

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