Empowering Young English Language Learners through Interactive Whiteboards and Children’s Literature in a Primary School Setting -An Action-Research Study
Bibliographic record
Abstract
This study focused on the characteristics of an action-research study concerning fostering English language reading and writing intervention programme through the use of storybooks and interactive whiteboards in a primary state school, located in northeast Portugal (mid-socio-economic status setting), where four groups of children (N= 92) participated in the academic year 2021-2022, after the National strategy for introducing foreign languages in primary schools was launched.Despite the ‘innovations’ the Portuguese official curriculum suggests, teaching of English as a foreign language in Portugal seems to remain attached to merely teaching a set of isolated words throughout the years. Hence, in this paper it is argued that storybooks aided by Interactive Whiteboards’ (IWBs) videos of the stories display, subtitled in English have the clear potential to address the current lack of interactive communication in EFL classes. These classroom-based storybook reading sessions were carried out over an academic year. This targeted, controlled experiment examined the effects of a print referencing environment. The sample comprised 85 primary school children attending, Year 2 and (7 years old), (n=50) and Year 3 (8 years old), (n= 35), located in a city centre, Northeast Portugal. The participant, EFL Teacher, following a semi-bilingual syllabus, and the other teachers in 14 other classrooms did not use a print referencing style during 120 large-group storybook reading sessions during a 30-week period. The researcher’s Field Notes evidenced that the teachers in the comparison classrooms neither read storybooks at all nor used the same interactive, narrative, fluent style of reading, but used instead their own set of isolated words to teach English, without a clear focus on reading.However, in order to effectively incorporate IWBs in EFL classes, school administrators should consider providing constant technical assistance for teachers in the event of difficulties, as well as teaching them on how to use new software that are a part of dealing with IWBs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".