Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes

Oct 15, 2026

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A thirteen-week quasi-experimental study examined integrating Interactive Whiteboard activities into vocabulary lessons for fifth graders, focusing on vocabulary achievement, retention, and learning attitudes. Two classes participated, with 40 students in the control group and 40 in the experimental group. Instruments included three vocabulary tests (pre-test, posttest, delayed post-test) and an attitude questionnaire. SPSS analysis showed the Interactive Whiteboard improved achievement and retention of form, meaning, and use, while increasing motivation, interest, and active behavioral intentions.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Problem Statement

Anatolian Journal of Education e-ISSN: 2547-9652 October 2020 ● Vol.5, No.2 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 173-186 Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes Truong Minh Hoa Corresponding author, Nguyen Tat Thanh University, Vietnam, [ngutngonnguhoc91@gmail.com](ngutngonnguhoc91@gmail.com) Tran Thi Thuy Trang EPRO Education Product Distribution & Development Company, Vietnam, [trantrang290@gmail.com](trantrang290@gmail.com) In order to evaluate the success of integrating the Interactive Whiteboard into vocabulary lessons in terms of developing the fifth graders’ vocabulary achievement, retention and learning attitudes, the thirteen-week quasi-experimental study was conducted in two classes with the participation of 40 fifth graders as the control group and another 40 from the same grade as the experimental group, respectively. The instruments included three vocabulary tests (e.g. one pre-test, one posttest and one delayed post-test); and the attitude questionnaire. The quantitative data obtained from these measurement tools were analyzed by SPSS. The findings of the study indicated that the Interactive Whiteboard activities positively contributed to the fifth graders’ vocabulary achievement and retention of form, meaning and use. Besides, the fifth graders’ level of motivation, interest, and active behavioural intentions increased via the Interactive Whiteboard. Keywords: interactive whiteboard, vocabulary achievement, vocabulary retention, learning attitudes, fifth graders INTRODUCTION Since there is rapid development of technology in the 21st century, Interactive Whiteboard takes prime concern around the world. Inferred from the possibility of improving positive learning attitudes such as motivation, engagement, interest among language learners (Beeland, 2002), it turns out to be an effective instructional device, providing young learners with an active environment to be exposed to the language acquisition. Indeed, mobility, internet connectivity, touchable screen has become salient facets of an Interactive Whiteboard that facilitates young learners’ language achievement and enlargement of learning enjoyment (Khoo, Merry, Nguyen, Bennett & MacMillan, 2014) . Taking these merits into account, the Vietnamese government has decided to employ the Interactive Whiteboard to teach English for young learners in the recent years. In the Vietnamese context, the Interactive Whiteboard was launched as a new tool, but not many provinces exploit it as a medium of language instruction. As declared by Ho Chi Minh City Department of Education and Training, the core educational mission in the period 2016-2020 is to stimulate the concatenation of technology into English language pedagogy. Nevertheless, unlike schools in developed countries where its use has vastly dispersed since the 1990s, this tool has newly appeared in Vietnamese public elementary schools of big cities (e.g. Hanoi, Ho Chi Minh City) since 2014 due to its high cost. Tran Quang Khai primary school (District 1, Ho Chi Minh City, Vietnam) was equipped with an Interactive Whiteboard, haft funded from national budget, and the rest was financed through donation from parents. It is widely known that learning English vocabulary is a vital Citation: Hoa, T. M., & Trang, T. T. T. (2020) . Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes. Anatolian Journal of Education, 5(2), 173-186. [https://doi.org/10.29333/aje.2020.5215a](https://doi.org/10.29333/aje.2020.5215a) 174 Effect of the Interactive Whiteboard on Vocabulary Achievement … section of acquiring a foreign language (Schmitt, 2008) . It accomplishes a central constituent of language proficiency to pillar language achievement (Richards & Renandya, 2002) . Yet, vocabulary acquisition involves seeing, hearing and practicing words in lieu of memorizing the word

FAQs

How was the Interactive Whiteboard integrated into the vocabulary lessons in the study?

Interactive Whiteboard activities were used in the experimental group’s vocabulary lessons over a thirteen-week quasi-experimental period, with testing before and after instruction.

What instruments were used to measure vocabulary achievement and retention?

Three vocabulary tests were administered, including a pre-test, a posttest, and a delayed post-test.

What learning attitude outcomes improved for fifth graders?

Fifth graders’ motivation, interest, and active behavioral intentions increased through Interactive Whiteboard-supported instruction.

Oct 15, 2026

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