Education scenario in Malaysia is constantly changing due to the demands of 21st century and Education 4.0, especially for technologically literate and critically thinking workforce. However, the current situation in ESL classrooms demonstrates lack of motivation among pupils specifically during reading comprehension lessons. Likewise, providing interesting yet exciting reading lessons has always been a challenge for teachers across the country. This study aims to explore the perceptions of teachers on the integration of Interactive Whiteboard (IWB) in reading comprehension lessons and how it could be implemented effectively in ESL classrooms. A qualitative case-study was carried out among 6 ESL teachers and 6 pupils who were chosen through purposive sampling. The individual teachers’ interview and focus group interview were analysed using Burnard’s 14 stages method of analysis along with the data triangulation of classroom observation field notes and document analysis. The findings indicate that teachers’ have positive perceptions towards integrating IWB in ESL reading lessons such as increase in concentration, engagement and motivation to read. The integration of IWB was found to satisfy pupils’ multiple intelligence with the implementation of various features. The implication of the study is that teachers need to be made aware of IWB’ potential during the ESL reading lessons in particular since they are still at an initial stage of transmission from the conventional ‘chalk and talk’ teaching approach to integrating IWB for classroom teaching and learning purposes.
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In-Text Citation: (Karthigesu & Mohamad, 2020)
To Cite this Article: Karthigesu, K., & Mohamad, M. (2020). Primary School Teachers’ Perceptions on the Integration of Interactive Whiteboard (IWB) during Reading Instructions. International Journal of Academic Research in Business and Social Sciences, 10(2), 722–741.
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