Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote component of interactive whiteboard technology

This article reports on a qualitative study concerning the use of interactive whiteboard (IWB) technology in the teaching of English for Academic Purposes (EAP)/Study Skills to international students. The study was carried out at a British University in the summers of 2003 and 2004. Its primary aim was to throw detailed light on the potential of IWB technology for supporting the language learning process in the context in question. Research data were collected via a variety of ethnographic research instruments, namely classroom observations and feedback from critical colleagues, teacher’s field notes, video recording of classes, semi-structured interviews with students, and pre- and post-course student questionnaires. The research findings reveal several perceived pedagogical benefits of using the technology in this context. This article focuses specifically on the ACTIVote component of IWB technology and discusses data which reveal the potential of this technology to assist learners in their language learning processes by allowing them to check their performance and their standing amongst peers in a way that preserves their privacy.