The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom

A technology-enhanced classroom provides access to a combination of learning and technology. Despite the growing adoption of interactive whiteboards (IWBs) as potential instructional technologies in language classrooms, there is a lack of experimental research on their effectiveness in teaching phrasal verbs, a difficult structure for EFL learners due to their idiomatic and syntactic complexity. Moreover, no previous study has examined the impact of IWB-based instruction on all three dimensions of learner engagement (affective, behavioral, and cognitive). Therefore, this study investigated the effect of IWBs, along with traditional (non-IWB) instruction, on the learning of English phrasal verbs and learners’ engagement. Using a quasi-experimental pretest-posttest design with convenience sampling, ۶۰ female English learners (at intermediate level) from a high school in Isfahan were assigned to two groups: the IWB and non-IWB groups, each with ۳۰ English learners. The first group received instruction on phrasal verbs via the Miro IWB for ۶ weeks. The non-IWB group received traditional teacher-fronted instruction using a conventional classroom whiteboard. A ۴۰-item phrasal verb test and Lam and Jimerson’s (۲۰۱۴) Student Engagement Scale served as the pretest and posttest measures, respectively. The results of a one-way analysis of covariance (ANCOVA) showed that the IWB-based instruction was significantly more effective than the traditional method for phrasal verb learning and overall student engagement. The findings provide practical evidence for integrating Miro-based interactive whiteboards into EFL classes to enhance both lexical learning and learner engagement.

کلیدواژه ها:

technology-enhanced classroom ، interactive whiteboard ، Miro ، phrasal verbs ، students’ engagement