The use of Interactive Whiteboard by pre-service teachers to enhance Arabic Language teaching and learning

Fawzi Fayez Ishtaiwa, Zuhrieh Shana


This study aimed to describe how pre-service Arabic language teachers used the Interactive Whiteboard (IWB), and to examine their perceptions of its impact on teaching and learning Arabic during practicum sessions in UAE schools. A questionnaire was distributed and semi-structured interviews were carried out to collect data from 179 participants. The results of the study revealed that only a small number of participants (14.5%) has integrated IWB in their Arabic language classes due to some barriers such as dearth of IWBs at schools, deficiency of knowledge and skills, and lack of time.  In spite of the participants’ agreement on the usefulness and benefit of IWB for classroom practice, its integration in Arabic classes was modest. Pre-service concentrated on using IWB as a visual support to demonstrate and present information and materials rather than as an integral tool that leads to radical changes in teaching and learning of Arabic language. Discussion of participants’ perceptions and use was explored, and recommendations for effective use of IWB were provided.

Key Words: Interactive Whiteboard (IWB), technology, Arabic language, pre-service teachers, teaching and learning.

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