Investigating the use of interactive whiteboard technology in the English language classroom through the lens of the TPACK framework

Abstract

This study analyzes the impact of the Technological Pedagogical and Content Knowledge (TPACK) framework and the Interactive Whiteboard (IWB) integration on the structure of English as a Foreign Language (EFL) writing lessons in a private school in North Lebanon. It also investigates the influence of a TPACK-framed intervention on students’ writing skills and attitudes towards the IWB use on one hand and on the teacher’s practices and perceptions of the IWB role in EFL writing on the other hand. The study employed the instrumental case study design and a mixed methods approach to collect data through quantitative surveys that were distributed to student participants, qualitative semi-structured interviews conducted with the teacher participant and semi-structured observations of the EFL writing classes in the target school. The findings revealed that the teacher and learners had positive perceptions of the effect of the TPACK framework and the IWB integration on their experience in the EFL writing classes. The findings also showed that the TPACK framework and the IWB use promoted more interaction, motivation, and engagement. Results indicate the effectiveness of the TPACK framework and the IWB in enhancing students’ writing skills, enriching their vocabulary, and increasing their creativity. This study concludes with implications for the field of EFL and recommendations for further research.