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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Anchalee Chayanuvat | - |
| dc.contributor.author | Xiangrong Li | - |
| dc.date.accessioned | 2024-01-29T06:30:11Z | - |
| dc.date.available | 2024-01-29T06:30:11Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2185 | - |
| dc.description | Thesis (M.Ed.(Bilingual Education and English Language Teaching)) -- Rangsit University, 2022 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University Library | en_US |
| dc.subject | English language -- English language -- Foreign speakers | en_US |
| dc.subject | Kindergarten -- Study and Teaching | en_US |
| dc.subject | Interactive whiteboards | en_US |
| dc.subject | Teaching -- Aids and devices | en_US |
| dc.title | Using interactive whiteboards in English language teaching beliefs and practices of Chinese kindergarten English teachers | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study aimed 1) to study the beliefs of kindergarten Chinese English teachers towards the use of interactive whiteboards in teaching the young children; 2) to explore the practices of kindergarten Chinese English teachers in using the interactive whiteboards in teaching the young children, and 3) to examine the reasons for the use of interactive whiteboards in teaching the young children of kindergarten Chinese English teachers in Education First (EF) schools in Kunming. 26 teachers were the questionnaire respondents among whom 4 teachers were randomly selected for classroom observation and 8 voluntary teachers for semi-structured interviews. The questionnaire data analysis indicated that the teachers believed that the interactive whiteboard was an effective teaching tool (Mean=4.346/SD=0.689), and that it could enrich the teaching context and the teaching quality (Mean=4.315/SD=0.697). For the teachers practices, they used interactive whiteboards to teach (Mean=4.569/SD=0.863) and demonstrate ( Mean=4.3626/SD=0.344) English vocabulary to increase interaction with students (Mean=4.375/SD=0.761). Analysis of the classroom observation checklist and semi-structured interview data confirmed the questionnaire findings. However, the data revealed that some teachers needed support in developing positive beliefs about teaching with interactive whiteboards. They needed to be professionally developed in the use of the whiteboards to improve their confidence and teaching effectiveness. The teachers’ reasons for using the whiteboards were to adopt the student-centered approach, vocabulary teaching, game-based learning, the offered lessons matching the children’s needs, fun and being focused and increasing comprehension and memory. Finally, the recommendations for the stakeholders in student education are that the school administrators need to frequently organize training workshops for kindergarten English teachers to participate in learning how to maximize the use of interactive whiteboards in teaching and learning; and the kindergarten teachers need to develop the correct beliefs, continuously strengthen their professional teaching knowledge and theories to enhance their confidence and teaching effectiveness. | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Bilingual Education and English Language Teaching | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| XIANGRONG LI.pdf | 2.88 MB | Adobe PDF | View/Open |
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