Interactive Whiteboards, Dialogic Interactions, and Communicative Skills in Saudi Primary English as a Foreign Language Classrooms

Abstract

This study explores the potential role of the new generation of Interactive Whiteboards (IWBs) in supporting dialogic interactions and the development of communicative language skills. While IWBs are now widely utilised in schools, there is a lack of classroom-based research investigating their actual usage by teachers and students during lessons, as well as their potential impact on facilitating dialogic interaction. Guided by Alexander’s (2017) dialogic teaching principles and Vygotsky’s (1978) social constructivist theory, the study examined classroom practices, patterns of interactions, and teachers’ and students’ perceptions in Grade 6 English as a Foreign Language (EFL) classrooms in Saudi public primary schools. Using an interpretivis qualitative approach, data were generated through classroom observations, student focus groups, teacher interviews, and reflexive fieldnotes across three public primary schools. Reflexive Thematic Analysis (RTA) was used, resulting in six themes relating to dialogic engagement, communicative skill development, multimodal participation, perceptions of IWB use, contextual challenges, and future directions. Findings indicate that IWBs supported structured participation, multimodal explanation, and guided language practice, in turn contributing to vocabulary development, improved pronunciation, and increased student confidence. However, dialogic interaction did not naturally happen just because of the technology. Most classroom talk remained teacher-led, and chances for students to think deeply and talk with each other were limited and shaped by technical issues, curriculum demands, time limits, and existing pedagogical routines. The study shows that the educational value of IWBs is most effective when they are used as part of planned dialogic practices, rather than relying on the technology itself. This research makes original contributions to theory, empirical knowledge, and methodology. It bridges social constructivist theory and dialogic teaching in technology-supported EFL classrooms, demonstrating how IWBs function as mediational tools within classroom interaction. It also provides detailed classroom-based evidence from Saudi public primary schools and shows how RTA can be used to generate nuanced insight into technology-supported communicative practices.