The Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

Abstract

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:

Does the achievement of tenth grade students in English language vary due to teaching strategy?

Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.

In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.