Includes references (75-85 p.)

Includes appendices (86-110 p.)

'Özet Bu araştırmanın amacı,İngilizce öğretiminde akıllı tahta kullanımının,üniversite hazırlık sınıfı öğrencilerinin ders başarıları üzerindeki etkililiğini araştırmaktır. Ön-test,son test ve kontrol grup tasarımının kullanıldığı bu yarı deneysel çalışma,2009-2010 akademik yılı bahar döneminde,Uluslararası Kıbrıs Üniversitesi(UKÜ) Yabancı Diller Yüksekokulu'nda eğitim gören toplam 49 orta düzey öğrenci ile gerçekleştirilmiştir.Yedi hafta süren araştırma boyunca,deney grubundaki 25 öğrencinin eğitimlerinde akıllı tahta kullanılırken,kontrol grubundaki 24 öğrenci kara tahta yardımıyla geleneksel bir eğitim almıştır. Bu çalışmada uygulanan "Başarı Testi"(Bknz. Appendiz A),öğrencilerin sınıfta öğretilen konuları kavrayıp kavramadıklarını ortaya çıkarmak için kullanılmıştır.Bu başarı testi,kontrol ve deney gruplarına hem ön-test hem son-test olarak verilmiş ve sonuçlar SPSS ile analiz edilmiştir. Başarı testinden elde edilen verilerden,akıllı tahta kullanımının,deney ve kontrol grubu öğrencilerinin başarıları arasında anlamlı bir fark yaratmadığı sonucuna varılmıştır. Abstract This research aims to determine the effects of using the interactive whiteboard in English language teaching on Intermediate teaching on Intermediate level students' academic achievement at Cyprus International University(CIU) in TRNC.Moreover,This study aims to contribute to the improvement of the progress of English language learners in this institution. The research was asemi-experimental study and based on a pre-test-post-test control group model.The sample consisted of 47 intermediate students who were assigned to experimental and control groups.The experimental group members were exposed to the interactive whiteboard and the control group followed a conventional program using the traditional blackboard only.The experiment was conducted for a period of seven weeks. In this study,the instrument for data collection was the "Achievement Test" (see Appendix A),which was used to find out whether learners had comprehended the knowledge which was taught in the class or not.By the help of the results of this test,the researcher compared the improvement that control group and the experimental group had achieved within the seven-week programme. The data analysis of the achievement test indicates that there is not a significant difference between the academic achievements of the two groups,i.e. the use of an interactive whiteboard in the classroom did not have any positive effects on students' language learning. '

CHAPTER ONE : INTRODUCTION

Introductıon

16 Background of the Study

18 Purpose of the Study

19 Research Questions

20 Significance of the Study

21 Assumptions of the study

21 Limitations of the Study

21 Definition of Terms

22 Organization of the Study

23 Summary of the Chapter

CHAPTERT TWO: LITERATURE REVIEW

24 Introduction

24 Interative Whiteboard Technology

27 Type of IWB

29 Advantages

31 Disadvantages

32 Ways of Using IWB in Language Teaching

36 Summary of the Chapter

CHAPTER THREE:METHODOLOGY

37 Introduction

37 The Research Design and the Objective

CHAPTER THREE: METHDOLOGY

37 Introduction

37 The Research Design and the Objectives

38 Research Questions

39 Participants and the Setting of the Study

41 Materials

42 Data Collective Instruments

42 Achievement Test

43 Method of Data Collective

44 Method of Data Analysis

44 Limitations

44 Summary of the Chapter

CHAPTER FOUR: FINDINGS AND DISCUSSION

45 Introduction

45 Research Questions and Findings

46 Analysis of the Achievement Test Results

69 Discusssion of the Findings

72 Summary of the Chapter

CHAPTER FIVE : CONCLUSION AND SUGGESTIONS

73 Introdution

73 Conclusion

74 Suggestions for the Further Study

74 Summary of the Chapter

75 REFERENCES

85 WEBLIOGRAPGHY

APPENDIX

Achievement Test

E- Beam IWB