AU  - Çetin, Kadir
AU  - Supervisor: Eşit, Ömer 
TI  - The effects of using the interactive whiteboard in language teaching on students' academic achievement
PY  - 2011///
CY  - Nicosia
PB  - Cyprus International University
KW  - İnteraktif tahta
KW  - Interactive whiteboard
KW  - Deney grubu
KW  - Experimental group
N1  - Includes references (75-85 p.); Includes appendices (86-110 p.); 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
N2  - '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. '
ER  -