ENHANCING GRAMMATICAL COMPETENCE IN YOUNG LEARNERS THROUGH THE INTEGRATION OF INTERACTIVE WHITEBOARDS (IWB): A PEDAGOGICAL ANALYSIS

The instruction of English grammar to young learners has historically been categorized by a tension between the necessity of linguistic accuracy and the developmental limitations of the child’s cognitive state. Traditional, deductive models of grammar instruction often fail to engage the primary-level student, leading to reduced motivation and poor long-term retention.

This article examines the integration of the Interactive Whiteboard (IWB) as a transformative pedagogical tool designed to bridge this gap. By synthesizing theories of multimodality and social constructivism, the paper explores how IWBs facilitate the transition from abstract syntactic concepts to concrete, manipulable digital realities. The study provides an in-depth analysis of specific IWB affordances, such as visual scaffolding and kinesthetic interaction, and assesses their impact on learner engagement.

Ultimately, the article argues that the IWB does not merely digitize the classroom but redefines the teacher-student dynamic, allowing for a more inductive, communicative approach to grammar acquisition.