This study attempts to explore the effects of interactive whiteboard (IWB)technology use on students’ achievement and perceptions in Turkish as a foreign languageinstructional context. The participants included 19 Nigerian Turkish Language learnerswho were all fluent in three languages: English, Hausa, and their tribal languages. Theyhad been learning Turkish for the last four months when they began the study using anIWB in their Turkish writing classes. For the 14-week study, participants were exposed tothe IWB instruction for six hours per week. Overall implementation took place in a TurkishLanguage Learning Research Center in a state university in Turkey. We have collected thedata via the Interactive Whiteboard Survey for University Students, achievement tests aswell as semi-structured interviews with students to support quantitative data after theimplementationT-tests and descriptive statistics were used for the analysis of the surveyand content analysis for the interview data by using, QSR Nvivo 8.0, a qualitative dataanalysis tool. Results revealed that participants developed positive attitudes towards theIWB use and were satisfied with the contributions of IWB use in their language classessuch as writing and grammar.

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• Teaching Turkish as a Foreign Languagewith Interactive Whiteboards: A Case Studyof Multilingual Learners