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

Document Type : Original Article

Authors

1 English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran

2 Department of English, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran

Abstract

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. 

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Technology Assisted Language Education
Volume 4, Issue 2
June 2026
Pages 49-67

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