Using Interactive Whiteboards (IWBs) for EFL Teaching in a Saudi High School: a Case

Study of Teacher and Student Practices and Perceptions

 Table of Contents
1. Introduction…………………………….…………………………….…………………………
1.1. Research questions and aims…………………………….……………………..…………
2. Literature Review…………………………….…………………………….…………………..
2.1. Introduction…………………………….…………………………….……………………
2.2. The interactive whiteboard (IWB)…………………………….…………………………
2.3. The IWB as a tool for teaching and learning…………………………….………………
2.4. The IWB in the language-learning classroom
2.5. Educators’ Views on teaching EFL with the help of IWB
2.6. Students’ Views on learning EFL with the help of IWB
3. Research methodology
1. Introduction

Over the years, the delivery of classroom content has been moving away from descriptive
instructions and teaching towards a new conceptualisation of practice and pedagogy. One major
contributor to the reconceptualisation of pedagogy and practice is Information Communication
Technology (ICT), the use of which can encourage dialogic pedagogy whereby the learners’
“contributions involve both the teacher and the students creating and evaluating ideas while
promoting explicit reasoning and joint knowledge construction” (Mercer et al., 2010, p.195). There
has been an increase in the use of computers, software and digital devices in educational settings
(Mishra, Koehler, 2006). Within this group are interactive whiteboards (IWBs), which can
potentially improve both the teaching and learning experience of classrooms (BECTA, 2004). They
have now become a common feature in classrooms around the world, having been reinforced by
global administrations, and in 2010, 73% of England’s classrooms, 50% of Denmark’s and 35% of
the US’ possessed IWBs (Beauchamp, 2004; Armstrong et al., 2005; Bennett and Lockyer, 2008;
Reedy, 2008). In Asia, however, IWB usage is still very low, and averages at less than 2% in Saudi
Arabia (Alghamdi, 2018), a developing country and the location of this study, which has been
enhancing its educational sector and improving budgeting to coincide with its use of advanced
technology.

There has been an increased interest into the research of the impact of IWBs in educational settings,
and many studies have been undertaken to address their use (Armstrong, 2005; Brouse et al., 2011;
Garrett, 2009; Kneen 2014; Higgins et al., 2005; Wiebe & Kabata, 2010; Beauchamp et al., 2010).
Vygostky (1978) suggests that students learn by interacting with other individuals, and IWBs may
aid in this (e.g. Armstrong et al., 2005; Glover et al., 2005; Hall and Higgins 2005; Slay et al.,
2008). Despite the recognised importance of interaction in second language acquisition (Allwright,
1984; Ellis, 1999; Vygotsky, 1978), little is known about their impact on interactions within
classrooms in the context of Saudi Arabia in general and within its language learning classes in
particular (Bakadam et al., 2012, Alghamdi 2018; Isman et al., 2012). There is a need to explore the
contribution of IWBs in foreign language classrooms at school level and the proper use of IWBs in
schools, particularly for teaching English, is vital due to the inevitability of digitisation and the
reduction of traditional practices (Toscu, 2013).

The use of IWBs is not yet widespread in Saudi Arabia (SA). However, there has been an increase
in their presence with the support of the government (Ahmad et al., 2017). The Saudi Arabian
Government has invested intensely in ICT equipment and computer learning for its schools. The
Ministry of Education has launched a project known as the Tatweer Project to enhance the overall
performance of schools, including teacher training and the use of technology for teaching and
learning. This is one of several major projects that are being undertaken at most of the educational
institutions across the country (Alghamdi, 2018), and provides a clear indication of the efforts taken
by the Saudi Ministry of Education to improve the educational provision through the use of
technology, especially the introduction of Interactive Whiteboards (IWBs). Before the introduction
of this project, neither students nor teachers had access to the internet or resources other than their
textbooks (Meemar, 2014). Tatweer therefore aimed to improve the educational environment and
introduce a new technological aspect to classrooms (Tatweer, 2011). Computers and other modern
technological equipment are currently available across all educational levels, however the IWB is
still only available in selected schools around the country, one of such schools being used in this
case study.

Despite their increasing presence, the concept of how IWBs are being used in EFL contexts remains
largely under-researched (Toscu, 2013), and despite the fact that modern technologies have gained
global recognition as aids to second language acquisition and the Ministry of Higher Education in
Saudi Arabia’s attempts to integrate technology into EFL classrooms, the use of IWBs in teaching
English language is still minimal in many schools, or recently introduced to schools - including the
school in this case study. Due to the rapid advance of technology, knowledge, and pedagogy, IWBs
are being increasingly used and therefore classrooms must be adjusted for their use. However, Al
Mulhim (2013) notes that despite Saudi Arabia’s prosperous economy, the integration of the
technology has not been effective enough to facilitate their use. There has, however, been an
increasing interest in research about the use of IWBs in classrooms (Ahmad et al., 2017) , but the
focus of these studies is mainly on the use of IWBs in Maths and science classrooms at university
level (Ali, 2019) or primary schools (e.g. Saleh, 2017; Alghamdi, 2018). Given that the research on
IWB usage in Saudi Arabia has been focused on primary and university level, it is therefore vital to
explore the practices and perceptions of both learners and teachers to better understand how the
IWB is currently used in a High School context, and the views of students and staff towards their
use. By understanding the exact perceptions of the IWB, the analysis can be used to further improve
the pedagogy and teaching in the school to best utilise its use, and the current study would also
contribute in providing details on high schools, a current gap in the existing body of knowledge in
the context of SA. The selection of a single high school in the south of Saudi Arabia was chosen for
two main reasons; firstly, it is the only school in the city that has been provided with IWB
technology, and secondly, the collection of data was easily accessible due to it being the school that
the researcher is employed in. It was appropriate and relevant to the purposes of the study to explore
the case as one unit. The school is considered one of the most developed in Saudi Arabia, and has
been using the IWB for teaching since 2014. The technology is used to record lessons, share
resources, explore and use different learning styles, and access the internet for both interaction and
storage. The school is considered to be of medium size, with ten classrooms, all of which are
provided with this technology in addition to traditional learning tools. Despite not being compulsory
for teachers to use it, the IWB is used for teaching all subjects for almost every lesson.

This study was inspired by the researcher’s own teaching experience and instructional supervision
within the case study school’s development department. The role involved improving the pedagogy
and teaching at the school and assessing teachers to evaluate their performance. It was found that
for the school, students were not engaging in language learning classrooms, and despite the
premature nature of the claim, it would appear that IWBs have impacted positively on the school’s
method of teaching. Therefore, this case study aims to improve the EFL classroom teaching
environment in the selected Saudi Arabian school through understanding the impact of IWBs on
teacher-student practices and their perceptions of the technology. The school involved in this
research is the only high school in a city in the south of Saudi Arabia that has been provided with
IWBs, but the technology is still new to the school and for use in teaching English as a foreign
language, with only three teachers - excluding the researcher - teaching the language.

Research Aims and Questions

There is a need for further study in order to understand the exact role and practices of using IWBs
in EFL classrooms, particularly in a context where this technology has been newly introduced, such
as in Saudi Arabia. This study aims to contribute to a better understanding of how IWBs are used in
the selected high school, and to discover teacher and student views on the use of IWBs in teaching
and learning, specifically in an EFL classroom. In particular, the study aims to answer the following
questions:

1. How do the teachers perceive the use of the IWB for EFL teaching?
2. How do students perceive the use of IWB for EFL learning?
3. What practices do the teachers and students engage in during their use of IWBs in the EFL
classroom?
To address these research questions, two sets of empirical data were employed. The first question
was answered through observation. The second and third research questions were addressed using
semi-structured interviews, which allow for the collection of teacher and student views
(Samsonova, 2017, pg. 54). The choice of data collection and methods will be presented in more
detail in the methodology section.

Literature Review

2.1 Introduction

There has been a significant number of studies on IWBs and their impact on education, student
achievement and motivation, teaching delivery, and classroom interaction (Holmes, 2009; Gast,
Krupa, 2007; Xu, Moloney, 2011), and numerous more on their use in EFL classrooms (Armstrong,
1994; Brouse, Basch & Chow, 2011; Chambers, 2005; Garrett, 2009; Kern, 1995; O’Dowd, 2007;
Warschauer & Meskill, 2000; Wiebe & Kabata, 2010). Slay et al. (2008) suggest that research on
IWB integration in education should focus on IWB usage in specific areas, alongside teachers’ and
students’ views surrounding the technology. Adding to this idea, Glover and Miller (2001) mention
that teachers’ attitudes towards IWBs and other types of technology are key to the manner in which
they use them in class. Kress argues that new technology makes use of diverse modes to make
communication meaningful, such as “image, writing, layout, music, gesture, speech, moving image,
soundtrack” (2009, p. 54). Higgins points out that many reports on IWBs have “not been subject to
peer-review and were often sponsored by the manufacturers of the equipment” (Higgins, 2006, p.
218); and therefore any discrepancies in the reports must be considered. The literature review will
focus on the IWB itself, its use as a tool for language learning, specifically in EFL classrooms, and
educators’ and students’ views of it. The existing body of research will be drawn upon in an attempt
to better understand these practices in this study and to identify possible pedagogical implications of
the research findings.

2.2 The Interactive Whiteboard (IWB)

The IWB is a touch sensitive whiteboard which displays images and texts produced by a computer
(BECTA, 2004; Bell, 2002; Kennewell & Higgins, 2007; Roberts, 2007). The touch sensitive
display is linked to a computer by a USB cable and operates the computer through the use of a
finger or a stylus. The computer is also linked to a video projector using a VGA cable and the board
then functions as a computer screen (Gashan and Alshumaimeri 2015, p. 176). In order to work
with the IWB, the computer has specific IWB software installed on it that is dependent on the
brand of the IWB board, such as Promethean or Einstruction. The IWB enables teachers and
students to write directly onto the board, while enabling editing, highlighting, and labelling of the
content (Gashan and Alshumaimeri 2015, Elaziz, 2008; Slay et al., 2008). They are perceived as
combining all the traditional teaching aids, such as chalkboards, whiteboards, overhead projectors,
computers, televisions and CD players, into one device (Yáñez & Coyle, 2011). IWBs therefore
offer an extremely flexible approach to teaching in a way that deals with resources and materials.
Bacon (2011) connects the IWB with positive student engagement through the use of digital
resources that maintain a dynamic interaction with the classroom, and aligns with Raby et al (2015),
who argue for more student engagement over lecture-like teaching. Schmid (2008), however, notes
that the challenges that IWBs pose to classrooms; technical problems, a trend of underusing
features, and the time consumption of lesson preparation are all drawbacks of the technology.
Despite this, there is evidence that IWBs improve the language learning classroom as they facilitate
proper learning and acquisition through interactivity (Hall & Verplaetse, 2000; Vygotsky, 1978).

For teachers, interactive whiteboards have become an important part of their lessons by being a
supportive 'background' resource. Moving away from the traditional black and whiteboards, the
IWB allows teachers to design new pedagogical methods and interactive courses (Gillen et al.,
2007). IWBs combine technological integration with interactive learning, and their effects on
improving students’ attention in relation to their developmental needs prove their usefulness
(Morgan, 2008, p. 7). There has been a noted motivational increase due to the ‘richness’ of their
visuals and audio (BECTA, 2003). The importance of the training required and provided to teachers
in the use of IWBs and their features have been noted (Kneen, 2015), as the technology alone
cannot improve learning outcomes and must be coupled with effective usage. Gashan and
Alshumaimeri (2015, p. 176) conclude that utilising IWBs for instruction could serve as a catalyst
for the transformation from traditional instruction to more constructive and interactive methods.
IWBs, therefore, may result in an improvement of teaching processes.

2.3. The IWB as a tool for teaching and learning

As a teaching resource, interactive whiteboards (IWB) are becoming increasingly popular in

educational sectors in the UK and around the world (Hennessy & London, 2013). Bruden (2002)
notes that IWBs offer a new way for students to actively participate in social construction of
knowledge with other peers. IWBs are useful for educational settings due to the amount of activities
and strategies that can be employed to foster teaching and learning (Kennewell et al., 2007; Shenton
and Pagett, 2007; Wood and Ashfield (2008); Coyle at al., 2010; Saleh, 2017). As teachers become
more confident in using the IWB, research has also highlighted its potential to develop productive
classroom dialogue (Mercer et al., 2010). In British schools, Orr (2008) states that IWBs remain the
most visible development in both primary and subject area teaching over the recent years. He
highlights the fact that the adoption of IWBs in British classrooms was important enough to attract a
separate funding scheme for other ICT. The growing adoption of IWBs comes from the perceived
improvement they contribute to teaching and learning, thus adding value to the experience of the
learner in the classroom while elevating their motivation (Glover et al. 2005). Glover et al. (2005)
further adds that IWBs improve learner attainment as they support the modification of pedagogy in
terms of increasing the pace of delivery, interactive teaching style, and multimedia usage. IWBs
present a valuable tool for supporting whole-class interactive teaching through the creation of a
positive learning environment, whereby the teacher presents and discusses the work of students
through the use of technology, thus enabling the class to remain on task and elevate their self-
esteem (Higgins et al., 2007). Gregorcic, Etckina, and Planinsic (2018, p. 465) point out that the use
of the IWB in whole-class teaching can add to the interactivity and visual impact of the lesson.

In previous studies, teachers and students have been using IWBs for many years now and its
integration in schools is welcomed by educational institutions, and due to the long-term use, the
effectiveness has improved ( Mercer et al., 2010; Higgnes, 2010). The studies used different
approaches to examine the effectiveness of IWBs, the perception of how information and
communication technology (ICT) enhanced learning and how pedagogical actions were assisted by
technology, such as systematic class observations and interviews, the technique also employed in
this case study. Mercer, Hennessy, and Warwick (2010) conducted a research study focusing on the
use of IWBs to enhance classroom learning through what they term ‘dialogic’ teaching, a method
“that actively builds on learners’ contributions, engages both teachers and students in generating
and critically evaluating ideas, and encourages explicit reasoning and the joint construction of
knowledge” (p. 195). They suggested taking into consideration the IWB’s use in specific classroom
contexts and teachers’ perceptions and contend that there must be a distinction between what IWBs
can do as a technological device, and what can be achieved with them in an educational context.
IWBs offer both instructors and learners a platform that they can actively be a part of by, for
example, modifying and saving material relevant to the module. In this regard, Mercer, et al, (2010,
p. 207) note that the “IWB allows a flexibility in the marshalling of resources that enables teachers
to create interesting multimodal stimuli for whole-class dialogue much more easily than do other
technologies”. The study concluded by emphasising the significant of IWB usage to enhance the
dialogue between students and teachers. Similarly, through there use of a multi-method quantitive
approach that evaluated IWBs on teaching and learning in over 80 English primary schools, Higgins
(20007, p. 97) found that “teachers’ and learners’ perceptions were overwhelmingly positive”,
particularly in consideration of classroom interactions. Kennewell and Beauchamp (2007) looked
into the advantages of ICT’s interactivity, efficiency and multimodal presentations with the scope of
determining ‘what actions in the classroom are influenced by ICT and which features of ICT
support activity and learning’, a question they aimed to answer through the use of interviews and
observational data. They found that the interactive features greatly supported participatory
pedagogy. The study concludes that when compared to the limited and less flexible traditional
classroom media, new technologies allow teachers to explore new pedagogical practices and create
dialogues and enable students to initiate new forms of interactions. This study also found that the
visual display was the main factor of IWB’s efficiency since it captured students’ attention,
stimulated thinking and increased their attention span. From the teachers’ perspectives, they
concluded that IWBs allow them to improve their presentations and activities (Kennewell and
Beauchamp, 2007). Collectively, most studies approve that IWBs aid in teaching and pedagogy and
facilitate improved learning when used correctly.

2.4. The IWB in the language learning classroom

IWBs have been increasingly used in language teaching, and are considered to have the potential to
improve the teaching and learning experiences of students through offering useful, interactive
content (BECTA, 2004). The technology has been used in both educational and office settings but
its use in English schools has influenced its wider usage. Higgins et al. (2007, p 221) state that their
usage “may be the most significant change in the classroom learning environment in the past decade
and the relationship between multi-modal pedagogy, multi-modal technologies and gesture as a part
of our communications armoury is an emerging and increasingly investigated area of research into
teaching and learning.” The discussion on IWBs tends to focus on their advantages and how
classroom practices capture students’ attention, creating engaging environments and stimulating
dialogue with the teacher. The main disadvantage of the technology is identified as the cost, as they
are far more expensive than other presentational technologies (Higgins, 2007).

Researchers and teachers alike have attempted to find alternatives for more effective teaching and
learning practices and the IWB has been highlighted as an incredibly effective tool. Due to their
touch sensitivity, both instructors and students are able to manipulate digital content, and many
studies addressed how this feature improves learning and students’ motivation (Weimer, 2001;
Beeland, 2002). Sengul and Turel’s (2017) study focuses on the importance of IWBs in teaching
Turkish as a foreign language. The authors found that while studies were conducted on the use of
IWBs for teaching English as a foreign language, none focused on teaching Turkish. They
emphasised the overall importance of the use of IWBs when studying other foreign languages. They
found that IWBs significantly contributed to the learning and motivation of students, and that the
nature of foreign language learning contexts meant that students had more active desires which
were fulfilled by the presence of the IWB. Elaziz (2008) equally emphasised that teachers using
IWBs in EFL classrooms had the opportunity to provide dynamic presentations and accommodate
different learning styles to improve the delivery of language learning. Teachers across the UK have
been observed using IWBs in teaching over 16 modern languages by Glover et al. (2007). The
findings showed that, although teachers focused on a teacher-led interaction, over time the use of
IWBs increased interaction between students and the teacher (Glover et al., 2007).

Similarly, Gillen et al. (2007) studied IWB-assisted teaching with regard to different modes of
representation and how this technology can facilitate the use of resources. Despite the study
claiming the success of IWBs and their functions, the authors conclude that IWBs are more
effective if teachers use them to construct meaning. The nature of teaching foreign languages means
it must be integrated correctly to facilitate better learning. In a mixed method study conducted to
explore the effects of the IWB use on students’ perceptions when learning Turkish as a foreign
language, Sengul and Türel (2017, p13) argue that “due to the nature of foreign language learning
context, students’ needs and desires to be more active and to interact more with their peers and the
materials come into prominence”. Cazden et al. (1996) also found that the six major areas of
language learning that can be promoted by the use of IWBs are: “linguistic design, visual design,
audio design, gestural design, spatial design and multimodal design.” (p. 236). In a qualitative study
that followed a school in Sydney learning Chinese, Xu and Moloney (2011) noted that the IWB
aided greatly in students learning of Chinese characters. The study concluded the key findings as
follows: students believed IWBs were effective in enhancing “various aspects of their Chinese
language learning”, that the IWB facilitated motivation and engagement, and aided in the students’
recall abilities, and importantly “created a teaching and learning space beyond the four walls of the
traditional classroom” (pg 307). Furthermore, Bettsworth’s (2010) study in secondary schools found
that the majority of teachers and students made the most of all the IWB features, and students
changed from being passives learners to more active participants which then aided in their learning.
IWBs were also noted as great provisions for a school in Turkey in learning foreign languages, and
both teachers and students had positive associations with the technology for their teaching and
learning (Mathews-Aydinli, Elaziz, 2010). In conclusion, the research presented above has shown
that IWBs prove, overall, to be beneficial for language learning as long as they are used effectively.
To achieve this, they must be coupled with engaging usage and a variety of media to provide an
effective experience for both students and teachers. Given that IWB is a recent technology in the
selected case school for this study, it was vital to see how teachers used the tool in the classroom in
order to identify any issues that might prevent its effective usage.

2.5. Educators’ Views and Uses of IWBs

Previous research has been conducted on the views of teachers with regard to the use of IWBs when
teaching EFL in Saudi Arabia and in other developing countries. The work of Gashan and
Alshumaimeri (2015) explores the attitudes of female teachers in a secondary school in Riyadh,
Saudi Arabia. They investigated the challenges faced by the teachers when using IWBs and
revealed that female teachers had generally positive attitudes towards using IWBs in their
classrooms despite facing some obstacles, such as the lack of sufficient training, difficulty in
managing their students, or the lack of applicable curriculum content, class time, and funds. The
method of investigation was the use of a questionnaire, thus they ignored qualitative methods which
seem to be more appropriate for validating these kinds of findings, an approach that I take and
address in my own study.

Alshawareb and Abu Jaber (2010) conducted a study in Jordan and found, similarly to Gashan and
and Alshumaimeri (2015), that the teachers had positive views about using IWBs, and reported that
they had confidence and faith in the technology’s ability to deliver instructions and facilitate
learning. A key finding of this study was that educators who had more experience in teaching, for
example older staff, were not as happy using IWBs compared to teachers who had less teaching
experience and were younger (Alshawareb & Abu Jaber, 2010). This might suggest that older
teachers may need more thorough ICT training to aid in adapting their own teaching methods. This
aligns with Kneen (2015), who notes the requirement of proper ICT training so that teachers can use
IWBs more effectively in their classrooms, a view that is also supported by Lai, Armstrong et al.,
(2005), Glover & Miller, (2001),and Hall & Higgins (2005). Not only that, but the attitudes of users
should be taken into account when developing the relevant training (Alshawareb, p. 320), as IWBs
can tend towards teacher-centred approaches if used incorrectly. For example, they might simply
use the presentation mode without any interactive features (Glover et al., 2007). Thus, these
findings suggest the effectiveness of IWBs in the classroom, and their positivity in the eyes of
educators, increases with more thorough ICT training and effective use of the technology. This line
of study will be explored in the form of interview questions in this research in order to gauge the
validity of the findings for the particular school.
Moving from the traditional ways of teaching, the highly interactive features of IWBs give the
teachers an opportunity to think of new teaching and learning methods. A case study in Taiwan
reaches the same conclusion found in previous studies regarding the use of IWB and the importance
of training teachers to understand their features and the demand of new technology (Lai, 2010).
Wood and Ashfield (2008) looked into how IWBs can facilitate creative teaching. The research
focused on how teachers can use this technology to teach creatively and how students can be
encouraged to develop their ways of learning in a creative way. It was concluded that IWBs were
easy to integrate into their teaching approach and it did not change their methods as they acted as an
aid to their already proposed teaching plans, and required little change to the practices they were
used to. This was supported by Beeland (2002), who found that when integrated into a classroom,
the IWB can aid teaching and learning by enhancing physical interactivity to improve students’
engagement. Further, Kneen (2015) notes that IWBs became a “routine and significant” part of
classroom practice and provide an invaluable tool for teaching, as more usage resulted in more
understanding and therefore more effective teaching. IWBs offer teachers a certain spontaneity, as
they can couple traditional teaching methods with new and engaging elements. Their flexibility as a
tool allows for teachers to personalise their own methods in line with the technology, and therefore
provide more effective support to their students’ learning ( Mercer et al., 2010).

2.6. Students’ Views on learning with the help of IWBs 

Of the many studies conducted around IWBs, most tend to present the students agreeing on the
general consensus that IWBs help them learn more when they are used in the classroom (Hall and
Higgins, 2005; Schut, 2007;Elaziz, 2008; Slay et al., 2008; Tataroglu and Erduran, 2010; Xu and
Moloney, 2011). Gashan and Alshumaimeri (2015, p. 178) state that students who use IWBs for
lessons find that they understand easier and are more willing to learn. They argue that “[they] were
more motivated and enjoyed lessons in which IWBs were employed as these lesson were more
interesting and exciting”. Students who experienced more difficulties operating IWBs, such as those
who suffered from technological challenges or those who are visually impaired, tend towards more
negative perceptions of IWBs (Golonka et al., 2014; Hammond & Gamlo 2015).

Nevertheless, most students do claim that their use is an effective learning method. The findings of
Glover and Miller (2001) point towards higher levels of concentration and more effective learning
when teachers are fully trained and able to use the technology effectively. Schmid’s (2008) study
also pointed towards an improvement in students’ attention and participation, and found that the use
of IWBs enhanced their motivation and facilitation of learning. The study, however, pointed
towards the limitations of the technology and its tendency to ‘spoonfeed’ learners and provide easy
access to resources, which could sometimes cause the students to feel overwhelmed. In another
study by Schut (2007), IWBs were found to be attractive learning tools for a biology classroom
through the facilitation of access to web-based pictures, videos, and audio clips, which were of great
benefit to visual learners. However, a major downside to the technology was reported by Hall and
Higgins (2005), who found that despite the students’ positive attitudes towards IWBs, they often
felt that the classroom was largely controlled by teachers and not all students received the same
opportunities in lessons. In light of this, the findings and discussion section explores the extent that
to which this same view is held by students in the selected SA high school, as it is significantly
different from the findings of other studies.

Tataroglu and Erduran (2010) investigated attitudes on the IWB of 60 10th grade students in
mathematics classes as part of a quasi-experimental study. Qualitative and quantitative data were
collected in the research from a public school. IWBs were found to be viewed as more effective by
learners when used in lessons only partially to aid in more traditional teaching methods. The
integration of the IWB into the classroom in a more structured manner meant that students still
maintained the positive experiences they had the first time they used the technology, and they found
that the lessons were faster paced. This is supported by Aydinli and Elaziz (2010) who examined
458 student attitudes towards IWBs and found them largely positive, particularly in relation to
motivation and class participation, and Levy (2002) reached a similar conclusion from their own
participant students.

In opposition to these views, there are various studies that suggest the use of IWBs in classrooms
did not significantly improve students’ achievements, and Balta and Duran (2015, p. 16) noted that
the older students became, the less positive their attitudes were towards IWBs and the less impact
they had on their learning. A study by Toscu (2013) revealed that there were no differences in
classroom interaction when IWBs were used or not, and that their use had neither an increasing nor
decreasing effect on student perceptions or motivations. They did, however, note that the
technology may foster students’ interest in learning, which would then, by proxy, aid in motivation
and interactivity. The inclusivity of IWBs is further noted by Dhindsa and Emran (2006) and Akbas
and Pektas (2011). Both studies used a quasi-experimental approach and compared two groups, one
with traditional and another with aid of IWBs, in order to test the effects of IWB usage on science
classrooms, and also by Albany and Higgins (2011), who investigated the impact they had on
medical students in improving students’ essay writing skills. None of these studies showed
significant results, and Türel (2010) and Khambari et al. (2014) both note that no study has fully
concluded that IWBs have positive impacts on academic achievement, and “we need to be cautious
about assuming such positive views will translate into improved learning” (Alnay and Higgins,
2011, p.10).

Mathews-Aydinli’s study (2007) found that the majority of students agreed “that they learn more
when their teachers use an IWB”, that the lessons were easier to understand, and that the use of
audio and visual media aided their learning (p. 240). The report also reveals “a significant
relationship between the length of students' IWB exposure and their reported belief in the
distinctiveness of IWBs from traditional whiteboards” (p. 244). Maher notes that students believed
IWBs made a significant difference to their classroom learning, citing “seamless, easy and effective
access” to the multimedia resources it provides (p. 1562). Katwibun’s study (2014) discussed the
views of teachers with regard to the use of IWBs when teaching EFL in Thailand, a developing
country and how this affected their students. The study stated that “implementing IWB in
vocabulary teaching demonstrated success in students’ academic performance not only in student
participation in the classroom, but also their attitude” (Katwibun, 2014, p. 177). Thus, IWBs were
found to be effective instructional tools for teaching English to foreign learners, and unlike Albany
and Higgins (2012) who found no significant impact regarding IWBs when investigating the effects
of IWBs on Egyptian students participating in an EFL writing course, the majority of the studies
cited tend towards an agreement on a relationship between IWBs and improved learning. Despite
this, the studies on students’ views are rather inconclusive and pertain to a variety of factors; the
particular context of IWB usage is important (DiGregorio and Sobel-Lojeski, 2010), and it is
therefore important to explore the phenomena in its context and where it occurs in order to assess
the students’ views with more validity.

Conclusion

To conclude, the majority of studies find that IWBs are extremely effective tools for learning in
classrooms, particularly those of language learning. With the correct training for teachers, IWBs can
be effectively integrated and teaching methods and pedagogy can evolve through their usage. IWBs
were found to improve the attention and learning of students in classrooms due to their interactivity
and combination of media. The discrepancies in research results, however, need to be
acknowledged and many early studies, as noted, were sponsored by the technology’s manufacturers.
These claims will be supported by the evidence found within this case study and validated through
the methods that will be explored and explained in the methodology chapter. The implications of
the findings explored in this literature review will form the basis of the interview questions and
methods of observation.

Research Methodology

Research Design and Rationale

The aim of this qualitative study was to explore the perceptions and views of students and teachers
and to understand the practices regarding the use of IWB in their EFL classroom. This study is
based on the assumption that the social world is complex and each person interprets and views
things differently. This assumption falls under the interpretive paradigm that reflects the views that
“knowledge is an individual and social construct of human mind and that individuals’ perceptions
of the world can be understood and interpreted in different ways”. Giving the underlying
assumption and research paradigm of this research, a qualitative case study approach was
employed, which refers to the exploration of “things in their natural setting, attempting to make
sense of or interpret phenomena in terms of the meanings people bring to them” (Denzin & Lincoln,
2011, p. 3), and considered the best approach of study to conduct a deep investigation of the issue in
the selected case. This enables the researcher to explore the meaning that individuals attach to their
actions and experiences towards social phenomena (Patton 1990).

Design Frame
The use of case studies as a design frame “explores a real-life, contemporary bounded system…or
multiple bounded systems…through detailed, in-depth data collection involving multiple sources of
information (Creswell, 2013, p. 97). The sources of data collection vary depending on the research
question, and commonly used methods include interviews, observation of archival records, and
direct observation of study participants (Yin, 2009). The method of case studies was chosen as it
provided an effective framework to view the phenomena of IWB usage in an educational setting.
According to Stake (1995), case studies depend on the inquiry purpose, and this particular case
study offers multiple perspectives on the topic, as its aim is to explore and understand the use of
IWB technology in the EFL classroom through perceptions, which allows the researcher to see not
only what participants say they do, but what the actually do in reality. Through the use of interviews
and observation, this study allowed for the collection of multiple data sources which aided in
answering the research questions and provide further authenticity to the findings (Yin, 2009).
Selection of participants

As this study was focused on exploring teachers’ and students’ experiences and perceptions of using
IWBs for EFL teaching in a single Saudi High School, purposive sampling was used in order to
select the individuals with the most relevant insights into the object of study (Cohen et al., 2011).
Permission was sought from the headteacher. The email provided clear information on the purpose
of the study and the benefit of participation whilst ensuring anonymity for both the participants and
the school. Once permission was granted from, the researcher was allowed to proceed with
participants recruitment and the relevant parties were selected for interviews to gain information on
their experiences and perceptions. Recruiting teachers for interviews and class observation was
done through informal conversations with all the EFL teachers in the school, followed by emails
sent to each individual teacher. The email provided clear information on the purpose of the study
and the benefit of participation, whilst ensuring anonymity for both the participants and the school
with the attachment of the consent form (Appendix 1). It also contained a request for an
introduction to their students, and the snowballing technique aided in gaining access to potential
students for interview (Cohen et al., 2011). Three teachers were recruited for this study to be
interviewed and were asked if the researcher could observe their classrooms in order to gather more
information. Only three were chosen as this was the sole number of teachers who taught EFL at the
high school. All the teachers interviewed were asked if the researcher could observe their
classrooms in order to gather more information. The teachers in this study have between 6 and 10
years of teaching experience, and over 5 of these years have included teaching with IWBs. For class
room observation, a short and informal introduction to the study was presented by the teacher to
their students, and the researcher provided them all a copy of the study information sheet to take
home, read, and sign alongside their parents to ensure their consent. From the three classes selected,
students were asked by their teachers if they would willingly participate in the interview, and nine
students signalled their interest in regards to this study, and there were three students from each
class. The students were selected from the same class as the teachers to ensure relevant insight into
the research topic. Three classes were observed and each class had 23 students. I felt that as a result
of their experience, they could easily express their perception about the usage of the technology for
the teaching and learning of English as a foreign language.
Data collection

Single case studies often require large amounts of detailed information to build a holistic
understanding of the phenomenon under study. This can be achieved by using multiple data
collection methods, such as interviews, archival data and observations (Yin, 2004). As this study
was carried out on a very small scale and for a masters dissertation, it was not possible to go in
depth and gather a large amount of data, and therefore interviews and observations were selected as
the ideal methods of data collection due to their accessibility, relevance and representation of an
efficient means of gathering empirical data that captured both real-time and retrospective processes
of interest (Cohen et al., 2011). Both Frey and Fontana (1991) observed that the focus of case
studies relied on two kinds of data collection: interviews and observation. Interviews are one of the
most common and important tools of data collection in qualitative research and for case study
research in particular (Yin, 2014).

Interviews
In order to investigate the teachers' and students' perceptions, interviews were used as they offer the
researcher an opportunity to gather information that would not be collected using other techniques
such as observation (Cohen et al,. 2011). Depending on the type of research questions, interviews
may be more structured or less, and the semi-structured interview was chosen as the most
appropriate tool for data collection for this study (Foster, 2006). They allow for flexibility, and with
the use of a topic guide, the interviewer can discuss what they want to cover whilst also allowing
them to probe further with more questions that explore the view of participants. For this study, a
topic guide was used in order to organise key areas that the interview would cover. This guide
included key areas that emerged from the literature review. This include the advantages and
disadvantages of the use of IWBs, the training received by teachers, the expectations both teachers
and students hold, in what way IWBs helped students learning with a set number of questions,
which also included prop and follow-up questions depending on each individual response. The
interview questions centred particularly on the following themes which were adapted from the
findings of the literature review: the teacher’s experience of using IWBs to scaffold student
learning; how much they believed IWBs mediated the student’s learning of key skills in EFL
classrooms; the teaching experience when organising English lesson activities; the reasonings for
using IWBs and their advantages and disadvantages; the student’s opinions and experiences of
learning through the use of IWBs; the effect of IWBs on their learning English as a foreign
language; and the advantages and disadvantages of the technology. Any issues raised in these
questions were further explored by probing and follow-up questions. This method allowed the
researcher to collect data through direct conversation and interaction between the researcher and the
participants (Kvale & Brinkman, 2009).

Before carrying out the interviews for the study, informal pilot interviews were trialed with a
participant outside of the study itself. The individual, being a mathematics teacher, had reasonable
experience in using IWBs in the classroom environment. It allowed the researcher to familiarise
themselves in advance with the interview situation and the flow of the questions and ensured that
the topic guide worked correctly. The questions to the teachers targeted the rationale for using IWB
technology, and how IWBs fit into their own knowledge and experience about teaching and
learning. For students, their views on IWB usage in the classroom were probed, as well as their
general perceptions about the technology and its use for learning. The interviews were conducted in
the researcher’s office at the school, which helped keep the balance between formality and
informality, and a notice was placed on the door to avoid any disruption during the interviewing
process. Each interview lasted approximately 20-30 minutes at a time that was convenient for each
participant, and a schedule was developed in order to allow for flexibility. The interviews were
audio-recorded and transcribed, thus allowing the researcher to concentrate on the conversation
itself, rather than having to take notes. Any significant points, however, were noted down for later
consideration. The interviews were conducted in Arabic and later translated to English, as the use of
their native language meant that the responders were fully comfortable expressing themselves and
answering the questions. The researcher’s first language is also Arabic, which enabled a smoother
interview process. By using semi-structured interviews, the researcher had a room for rephrasing
the questions and reordering my topics based on the answer from participant. It also allowed the
freedom for participants to respond in their own way (Bryman and Bell, 2015).

Observation

Observation was another appropriate data collection method given the research aim and purpose.
The purpose of this stage of the study was to see the use of IWB in practice and how they related to
the participants views shared in the interviews. Patton (2002) identifies the various benefits of the
observation model: the researcher gains an understanding through indirect interaction, and the
researcher can observe from afar an issue that may not have come to light otherwise. Thus,
classroom observation was included to describe the practices that teachers and students engage in
while using the IWB. The researcher observed and audio recorded three classrooms, and it was
emphasised to the teachers that no special preparation was necessary and that they should teach as
naturally as possible. They were advised not to alter any action due to the observation, as the
purpose was not to judge or evaluate their behaviour but to view the phenomena in a natural setting.
The observations lasted 45 minutes per lesson as part of the normal teaching of EFL subjects. As
the school does not allow the taking of any pictures or video, notes and audio recordings were relied
on to relay the information from the observations. There were three key approaches that were
considered during the observations. Firstly, a realistic approach that considered, where live lessons
were observed rather than a discussion of the practice in isolation, as the real context allowed the
researcher to gain insight into the phenomena’s environment (Chosen et al., 2011). This also
enabled the researcher to place he findings within their social meaning and culture. Secondly, a
non-participant approach allowed the researcher to concentrate on observing and taking notes and
rate than to the interview discussions, and thirdly, a less structured observation meant that there
were no strict, preconceived points to look for and rather a general set of key areas - defined by the
interviews - were used. This allowed the researcher to view the findings with a more open mind and
produce a more detailed and accurate description of human behaviour. The sense of flexibility and
fluidity meant that the study could be adapted and tailored in regards to what was observed (Foster,
2011). The observation and notes allowed for the recording of patterns of interaction in the
classroom, however, on their own, it would not be possible to assess the effectiveness of the IWB
usage in the classroom, and therefore the combined approach was the most appropriate.

Data Analysis
Thematic analysis was used to analyse the data received from the interviews and classroom
observations. Braun and Clarke (2006) define thematic analysis as ‘a method for identifying,
analysing and reporting patterns (themes) within data’ (p. 79), and codes are often used to represent
those identified themes (Guest et al., 2012). This study utilised Braun and Clarke’s methods of data
analysis (2006). The researcher familiarised themselves with the data from the notes taken during
interview and observation, and the audio was transcribed and extracted for the information relevant
to the research questions. From these, key themes were then pinpointed and analysed for any
common sub-themes. The data was then manually coded with the use of colouring depending on the
topic and its meaningfulness. Once the themes and codes were discovered, they were assembled
into a table in a word document for deeper review. From this, the data was easily analysable for
compilation in the findings section.
Ethical Consideration

To ensure ethical consideration was met, the researcher followed the BAAL student guidelines
(Recommendations on good practice in applied linguistics) provided in (unit 8, p.6). Before starting
data collection, a brief explanation of the study aim and objectives, along with the assurance of
participant confidentiality, were discussed with the Head Teacher, who then granted permission for
the conducting of interviews and observation. A consent form was provided to participants - both
teachers and students - with the researcher’s contact information and a statement on the voluntary
nature of participation. Parents’ permission was caught for the students’ participation in interview
and observation; the forms required two signatures as the students were between 16-18 years old.
The researcher also spoke to the parents via a telephone conversation to provide more detail. The
forms were sent in both English and Arabic. No participant of the study was forced or coerced to
take part in the research at any point, and they retained the right to withdraw from the study at any
point.

The interviews and observations were audio recorded digitally, transcribed and stored in a login and
password protected personal laptop that only the researcher had access to, as per compliance with
the Data Protection Act 1998 (BERA, 2011, p. 7). The laptop was also kept in a locker. The
participants were also informed of the method of recording in line with the school’s guidelines and
Saudi culture. To protect the participants’ privacy, real names were replaced by symbols (teachers
were T1, T2, and T3, and students were S1, S2, S3 and so on). The interviews were held in a private
room as per the participants’ preference. The recorded interviews and written transcripts were
deleted from the computer storage once analysis was complete.

The information and study would not be used against the participants in any way, and it was
explained to the participants that the outcome may help the school and teachers in the future in
regards to professional improvement.

Research Findings and Analysis ( I am still working on this )

This section covers the presentation of the study’s findings in regards to the interview and
observation data and a discussion on their relation to the research questions.