Revolutionizing EFL Instruction: Jordanian Teachers' Perspectives on Interactive Whiteboards for Word Identification Enhancement

Mohammad Husam Alhumsi (1)
(1) College of Sciences and Theoretical Studies at Saudi Electronic University, Saudi Arabia, Saudi Arabia


This study investigates Jordanian EFL teachers' perspectives on the impact of Interactive Whiteboard (IWB) technology on word identification enhancement. Drawing on the theory of Multimedia Learning, the research aims to address a gap in the literature regarding EFL educators' perceptions of using IWBs to improve word identification skills. A cross-sectional survey was administered to 124 Jordanian EFL teachers, and data were analyzed using descriptive statistics, paired t-tests, and one-way ANOVA. The findings reveal positive attitudes among Jordanian EFL teachers towards the efficacy of IWB technology in enhancing word identification. Participants overwhelmingly support the favorable use of IWBs and recognize their potential to enhance word identification skills. Importantly, no significant differences were found across demographic variables, suggesting a consistent recognition of IWB efficacy irrespective of gender, age, academic degree, or years of experience. The results underscore the importance of integrating IWB technology into EFL classrooms and highlight the need for further exploration of pedagogical approaches to maximize its benefits. This study contributes to the literature by providing insights into the perceptions of Jordanian EFL teachers regarding IWB technology and its role in word identification enhancement. It advocates for the continued utilization and exploration of IWB technology to enhance language teaching and learning practices.

Full text article

Generated from XML file


Aarnoutse, C., van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253–275.

AbdAlgane, M., & Jabir Othman, K. A. (2023). Utilizing artificial intelligence technologies in Saudi EFL tertiary level classrooms. Journal of Intercultural Communication, 23(1), 92–99.

Adams, M. (1994). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317.

Alhumsi, M. (2017). The effect of phonemic segmentation on word recognition through the use of interactive whiteboard among Jordanian English as a foreign language (EFL) beginning readers. Unpublished doctoral dissertation]. Universiti Utara Malaysia. Retrieved November 20, 2023, from

Alhumsi, M. (2021). The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders. Journal of Asia TEFL, 18(2), 576-590.

Al-Rabaani, A. (2018). Social studies teachers’ perspectives on the advantages and challenges of interactive whiteboard application in Oman. European Journal of Educational Research, 7(4), 753-762.

Alshaboul, Y. (2018). Jordanian Pre-Service EFL Teachers' Perspectives about Phonological Awareness: Contributions to Reading Development. Athens Journal of Education, 5(2), 173-188.

Astutik, Y., Setiawan, S., Anam, S., & Suhartono, S. (2022). “I Can Teach With My Videos”: How Do Teachers Teach English to Young Learners in a Technology-Limited Environment?. International Journal of Learning, Teaching and Educational Research, 21(7), 158-177.

Bakr, S. (2011). Attitudes of Egyptian teachers towards computers. Contemporary Educational Technology, 2(4), 308-318.

Beauchamp, G., & Kennewell, S. (2013). Transition in pedagogical orchestration using the interactive whiteboard. Education and Information Technologies, 18, 179-191.

Bidaki, M. & Mobasheri, N. (2013). Teachers' views of the effects of the interactive whiteboard (IWB) on teaching. Procedia-Social and Behavioral Sciences, 83, 140-144.

Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The use of new technologies for improving reading comprehension. Frontiers in Psychology, 11, 751

Coleman-Martin, M., Heller, K., Cihak, D., & Irvine, K. (2005). Using computer-assisted instruction and the Nonverbal Reading Approach to teach word identification. Focus on Autism and Other Developmental Disabilities, 20(2), 80-90.

Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.

Ehri, L. (2014) Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Ehri, L. & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of literacy research, 39(4), 389–409.

Erdener, K. (2021). Students' Attitudes towards Using Interactive Whiteboard in Mathematics Classrooms. International Journal of Technology in Teaching and Learning, 17(2), 84-94.

Ertmer, P., Ottenbreit-Leftwich, A., & York, C. (2006). Exemplary Technology-using Teachers: Perceptions of Factors Influencing Success. Journal of Computing in Teacher Education, 23(2), 55–61.

Ertmer, P. & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Farrokhi, F. & Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory and practice in language studies, 2(4), 784-792.

Fender, M. (2003). English word recognition and word integration skills of native Arabic and Japanese-speaking learners of English as a second language. Applied Psycholinguistics, 24(2), 289-315.

Gray, C., Hagger-Vaughan, L., Pilkington, R., & Tomkins, S. (2005). The pros and cons of interactive whiteboards about the key stage 3 strategy and framework. Language Learning Journal, 32(1), 38-44.

Guzmán, J. L., Dormido, S., & Berenguel, M. (2013). Interactivity in education: An experience in the automatic control field. Computer Applications in Engineering Education, 21(2), 360-371.

Hanimoglu, E. (2018). The Impact Technology Has Had on High School Education Over the Years. World journal of education, 8(6), 96-106.

Heimann, M., Nelson, K., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25(5), 459–480.

Hendawi, M. & Nosair, M. (2020). The efficiency of using the interactive smartboard in social studies to increase students’ achievement and tendency toward the subject matter in the state of Qatar. International Journal of Learning, Teaching and Educational Research, 19(3), 1-19.

Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., ... & Zubairi, A. (2022). Technology use for teacher professional development in low and middle-income countries: A systematic review. Computers and Education Open, 3, 100080.

Hofmann, V. (2021). App-based learning in phonological awareness and word-reading comprehension and its specific benefits for lower achieving students. International Journal of Educational Research Open, 2, 100066.

Hsu, S. (2010). The relationship between teacher’s technology integration ability and usage. Journal of Educational Computing Research, 43, 309-325.

Ishtaiwa, F. & Shana, Z. (2011). The use of interactive whiteboard (IWB) by pre-service teachers to enhance Arabic language teaching and learning. Learning and Teaching in Higher Education: Gulf Perspectives, 8(2), 17-34.

Jwaifell, M. & Gasaymeh, A. (2013). Using the diffusion of innovation theory to explain the degree of English teachers’ adoption of interactive whiteboards in the modern systems school in Jordan: A case study. Contemporary Educational Technology, 4(2), 138-149.

Katwibun, H. (2014) ‘Using an interactive whiteboard in vocabulary teaching’, Procedia-Social and Behavioral Sciences, 116, 674–678.

Krejcie, R. & Morgan, D. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.

Kühl, T., & Wohninsland, P. (2022). Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety. Education and Information Technologies, 27(7), 10387-10404.

Landauer, T. & Dumais, S. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104(2), 211–240.

Luo, Z., Tan, X., He, M., & Wu, X. (2023). The seewo interactive whiteboard (IWB) for ESL teaching: How useful it is?. Heliyon, 9(10). e20424.

Lyle, K. (2009). Teacher perceptions of their technology education curricula. (Doctoral dissertation). Pennsylvania. Retrieved October 10, 2023 from

Malkaw, A., Hendawi, M., & Almamari, R. (2020). Using the Interactive Whiteboard for Teaching from the Viewpoint of Physics Teachers in the Sultanate of Oman. Cypriot Journal of Educational Sciences, 15(5), 1394-1403.

Mayer, R. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.

Mayer, R. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.

Mayer, R. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press.

Mundy, M., Kupczynski, L., & Kee, R. (2012). Teacher’s perceptions of technology use in the schools. SAGE Open Mar 2012.

Olaimat, A., Al-Saud, A., & Al-Hussien, E. (2022). The Extent to which Arabic Teachers in Al Balqa Governorate Possess the Skill to Use Interactive Whiteboards. Dirasat: Educational Sciences, 49(1), 353-366.

Parr, J. & Ward, L. (2011). The teacher's laptop is a hub for learning in the classroom. Journal of Research on Technology in Education, 44(1), 53–73.

Rafi, M., JianMing, Z., & Ahmad, K. (2019). Technology integration for students’ information and digital literacy education in academic libraries. Information Discovery and Delivery, 47(4), 203-217.

Samsonova, O. (2021). Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs). International Journal of Technology Enhanced Learning, 13(1), 60-77.

Shenton, A. & Pagett, L. (2007). From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-136.

Shi, X. (2017). Application of Multimedia Technology in vocabulary learning for engineering students. International Journal of Emerging Technologies in Learning (iJET), 12(01), 21–31.

Slavin, R., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009) Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79(4), 1391-1466.

Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.

Taiwo, S. & Adeniyi, E. (2019). A Study of Attitude and Utilization of Interactive Whiteboards among Teacher Educators. The Wiley Handbook of Global Workplace Learning, 521-537.

Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58, 78.

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction: Grades K–3. Alexandria, VA: Association for Supervision and Curriculum Development.

Wang, Y. (2002). When technology meets beliefs: Preservice teachers’ perception of the teacher’s role in the classroom with computers. Journal of Research on Technology in Education, 35, 150.

Warschauer, M. (2007). A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education, 106, 147-166.

Westwood, P. (2001). Reading and Learning Difficulties: approaches to teaching and assessment. Victoria, Australia, ACER Press.

Wolter, I., Braun, E., & Hannover, B. (2015). Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading-related motivation and skills. Frontiers in Psychology, 6. 1-11.

Wood, R. & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96.

Wu, P., & Marek, M. (2018). Developing intercultural competence via social media engagement in a language learning framework. Journal of Intercultural Communication, 18(1), 1-16.

Zhang, W. (2022). The Role of technology-based education and teacher professional development in English as a Foreign Language Classes. Frontiers in Psychology, 13, 910315.


Mohammad Husam Alhumsi (Primary Contact)
Author Biography

Mohammad Husam Alhumsi, College of Sciences and Theoretical Studies at Saudi Electronic University, Saudi Arabia

Dr. Mohammad Husam A. Alhumsi holds a PhD in Applied Linguistics from the University Utara Malaysia. He is an Associate Professor in the College of Sciences and Theoretical Studies at Saudi Electronic University (SEU). Moreover, he teaches multiple courses to undergraduate students in the Department of English Language and Translation. His research interests include Phonology and Phonemics, Beginning Reading Reform, Word Recognition, Second language Acquisition, E-Learning, and Education and Technology

Alhumsi, M. H. (2024). Revolutionizing EFL Instruction: Jordanian Teachers’ Perspectives on Interactive Whiteboards for Word Identification Enhancement. Journal of Intercultural Communication, 24(2), 70–81.

Article Details

Smart Citations via scite_
  • Abstract 79
  • Download PDF 14
  • XML 0