Abstract:

In the research, quantitative and qualitative data were used using the uneven control group model from semi-experimental models to test the potential impact of interactive teaching material on success and attitude. The 39th Graduate Students in the Experimental and Control Group were first subjected to pre-tests, then courses were carried out for four weeks in the virtual classroom environment, and finally are subjected to estests. Also, the opinions of students on interactive teaching materials were gathered through a focus group interview. The findings obtained in the study show that in terms of English success, a statistically meaningful difference is in favor of the experimental group. However, there is no statistically significant difference in English. When the focus group interviews results, which is another data collection tool, are studied, it appears that the interactive feature of the teaching material is liked and contributes to learning, but they do not cause much change in their attitudes towards English. The teaching material should accommodate the compatibility of mobile devices and fun games that they can compete with each other, and they also want to use interactive teaching material in other courses. This study, which reveals the existence of a positive relationship between interactive teaching material and success, suggests the development of interactive teaching materials for virtual classroom environments.

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