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Shayanfar, Mitra, Roohani, Ali. (1405). The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom. , 4(2), 49-67. doi: 10.22126/tale.2026.12866.1144
Mitra Shayanfar; Ali Roohani. "The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom". , 4, 2, 1405, 49-67. doi: 10.22126/tale.2026.12866.1144
Shayanfar, Mitra, Roohani, Ali. (1405). 'The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom', , 4(2), pp. 49-67. doi: 10.22126/tale.2026.12866.1144
Shayanfar, Mitra, Roohani, Ali. The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom. , 1405; 4(2): 49-67. doi: 10.22126/tale.2026.12866.1144

The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom

Technology Assisted Language Education
دوره 4، شماره 2، شهریور 2026، صفحه 49-67    اصل مقاله (708.03 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22126/tale.2026.12866.1144
نویسندگان
Mitra Shayanfar* 1؛ Ali Roohani2
1English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran
2Department of English, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran
چکیده
A technology-enhanced classroom provides access to a combination of learning and technology. Despite the growing adoption of interactive whiteboards (IWBs) as potential instructional technologies in language classrooms, there is a lack of experimental research on their effectiveness in teaching phrasal verbs, a difficult structure for EFL learners due to their idiomatic and syntactic complexity. Moreover, no previous study has examined the impact of IWB-based instruction on all three dimensions of learner engagement (affective, behavioral, and cognitive). Therefore, this study investigated the effect of IWBs, along with traditional (non-IWB) instruction, on the learning of English phrasal verbs and learners’ engagement. Using a quasi-experimental pretest-posttest design with convenience sampling, 60 female English learners (at intermediate level) from a high school in Isfahan were assigned to two groups: the IWB and non-IWB groups, each with 30 English learners. The first group received instruction on phrasal verbs via the Miro IWB for 6 weeks. The non-IWB group received traditional teacher-fronted instruction using a conventional classroom whiteboard. A 40-item phrasal verb test and Lam and Jimerson’s (2014) Student Engagement Scale served as the pretest and posttest measures, respectively. The results of a one-way analysis of covariance (ANCOVA) showed that the IWB-based instruction was significantly more effective than the traditional method for phrasal verb learning and overall student engagement. The findings provide practical evidence for integrating Miro-based interactive whiteboards into EFL classes to enhance both lexical learning and learner engagement. 
کلیدواژه‌ها
Technology-enhanced classroom؛ Interactive whiteboard؛ Miro؛ Phrasal verbs؛ Students’ engagement
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