TY  - JOUR
A1  - Kühl, Tim
A1  - Wohninsland, Patrizia
T1  - Learning with the interactive whiteboard in the classroom
BT  - its impact on vocabulary acquisition, motivation and the role of foreign language anxiety
JF  - Education and information technologies : the official journal of the IFIP Technical Committee on Education
N2  - 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.
KW  - interactive whiteboard
KW  - foreign language anxiety
KW  - vocabulary
KW  - acquisition
KW  - motivation
KW  - English as a foreign language
Y1  - 2022
U6  - https://doi.org/10.1007/s10639-022-11004-9
SN  - 1360-2357
SN  - 1573-7608
VL  - 27
IS  - 7
SP  - 10387
EP  - 10404
PB  - Springer
CY  - Dordrecht [u.a.]
ER  - 
TY  - JOUR
A1  - Leucht, Michael
A1  - Tiffin-Richards, Simon
A1  - Vock, Miriam
A1  - Pant, Hans Anand
A1  - Koeller, Olaf
T1  - English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference
JF  - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie
N2  - The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.
KW  - diagnostic competence
KW  - English as a foreign language
KW  - multilevel analysis
KW  - Common European Framework of Reference for Languages (CEFR)
Y1  - 2012
U6  - https://doi.org/10.1026/0049-8637/a000071
SN  - 0049-8637
VL  - 44
IS  - 4
SP  - 163
EP  - 177
PB  - Hogrefe
CY  - Göttingen
ER  -