Interaction and Collaborative Language Learning: Research and Practice

Building on the theories and research-based knowledge about the interactive potential of digital whiteboards, this paper aims to explore how this tool can be used as a useful resource for engaging language learners through interactive and collaborative activities. In many foreign language classrooms, language educators found the use of the digital whiteboard contributing to more interaction in the classroom, but the literature is divided about this potential. By drawing upon the findings of research and practice literature, this paper argues that this interactive potential can be realized by taking into account specific factors related to the whiteboard’s users: educators’ pedagogical views, knowledge, as well as experience and training to technology.

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