Gholam Ali Kalanzadeh - Farhangian University, Iran
Morteza Bakhtiarvand - M.A Student of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
Mohammad Farid Pour - English Language Department, Imam Reza International University, Mashhad, Iran

This study dealt with examining the effect of Interactive Whiteboards (IWBs) as a helpful means of two-word verbs teaching through input enhancement in comparison to traditional methods of teaching two- word verbs in Khorramshahr city, Iran. The participants were 100 female learners and their ages were ranging from 15 to 18 years old. They were selected through a pre-test which also determined the level of homogeneity of the participants. As a result, 60 participants were chosen as the research sample to fulfill the purpose of this study. Then they were randomly divided into two equal experimental and control groups. The experimental group received instruction on learning two-word verbs through using IWB while the control group received traditional instruction through whiteboard and oral explanations. Both groups received the same materials and time of instruction in 16 sessions, an hour each. Then they took a post- test of the two-word verbs achievement. Data were analyzed through Paired and Independent Samples t-test and results showed that there is not a significant difference between the experimental and control groups in the post-test. Implications of this study for EFL teachers indicate that IWBs should be used with care since these tools are very new and using them in senior high school classrooms may make some disadvantages.

Interactive Whiteboards, Two -Word Verbs, Senior High School Students