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Volume 18 Number 2, Summer 2021, Pages 390-744   


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The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

    Mohammad Husam Alhumsi


The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.

Keywords: phonemic awareness, interactive whiteboard, EFL first graders, word recognition test



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