Learning with the interactive whiteboard in the classroom: its impact on vocabulary acquisition, motivation and the role of foreign language anxiety
Open accessAbstract
When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student’s FLCA. Implications of the study will be discussed.
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Students with high anxiety levels struggle with vocabulary learning.
“Indeed, it has been determined that foreign language anxiety affects academic achievement (Hashemi, 2011; Song, 2024), and students with high anxiety levels struggle with vocabulary learning (Kühl and Wohninsland, 2022).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Kühl and Wohninsland, 2022
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“Indeed, it has been determined that foreign language anxiety affects academic achievement (Hashemi, 2011; Song, 2024), and students with high anxiety levels struggle with vocabulary learning (Kühl and Wohninsland, 2022).”
- Authors
- Kühl, T., & Wohninsland, P.
- Affiliations
- University of Potsdam (DE)
- Lithuanian Maritime Academy (LT)
- Corresponding author
- Kühl, Tim
- ORCID
- Kühl, Tim
- Venue
- Education and Information Technologies
- Published
- 2022-04-18
- Volume
- 27
- Issue
- 7
- Pages
- 10387-10404
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W4223902837
- Cited by
- 23
- References
- 30
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 6 · 2023: 5 · 2022: 2
- FWCI
- 9.16
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Education and Information Technologies (publishedVersion, cc-by)
- MADOC (University of Mannheim) (acceptedVersion, cc-by)
- publish.UP (University of Potsdam) (submittedVersion, cc-by)
- Funders
- Universität Mannheim
- Topics
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- interactive whiteboards, vocabulary acquisition, foreign language classroom anxiety, student motivation, English as a foreign language, technology-enhanced language learning
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