Yabancı dil olarak İngilizce sınıflarına akıllı tahta entegrasyonunun algısı: Öğretim ve öğretim perspektifi

The study aims to investigate how educators and students in Duhok, Iraq, perceive the use of smart boards in EFL classes and how these tools affect student motivation, engagement, and learning outcomes. Although the advantages of technology in education are well acknowledged, little research has been done on how specifically smart boards affect EFL students in this area. The study combines qualitative interviews with quantitative survey data using a mixed-methods research methodology. Twenty instructors and one hundred Duhok British International School students participated in the quantitative component. Validated questionnaires were used to gather data on teaching methods, classroom environment, motivation, and the learning process. Although some students indicated indifferent or mixed views, statistical study, including descriptive statistics, revealed that students generally perceive smart boards as positive for improving their motivation and engagement. Teachers felt that additional training and technical support were necessary to maximize the usage of smart boards in the classroom. The qualitative findings further enhanced these insights by examining the more in-depth experiences and difficulties that teachers and students had while incorporating this technology into the classroom. By providing localized insights into teachers' and students' perceptions of the integration of smart boards in EFL education—highlighting both perceived benefits and challenges—this study adds to the body of literature by illuminating how educators and policymakers perceive the use of technology to improve language learning. According to the research, smart boards have the ability to boost student engagement and encourage creative teaching methods by establishing a more dynamic and engaging learning environment. Keywords: Smart Boards, English As A Foreign Language (EFL), Cognition, Student Motivation, Classroom Technology Integration, Interactive Learning.