Solving online classroom management challenges: whiteboard-integrated pairwork as a strategy for EFL teacher efficacy

Abstract Through mixed-methods action research combining qualitative interviews and quantitative pre/post-intervention surveys with 136 EFL students, this investigation found that digital collaborative spaces using whiteboard technology significantly enhanced student engagement (p < 0.001) and reduced teacher monitoring demands. The study revealed substantial improvements in student task completion confidence and a marked increase in perceived whiteboard usefulness. Over 87% of participants showed improvement across all measured variables, with large effect sizes (Cohen's d > 1.5) for all key metrics. This research addresses a significant gap in current literature by focusing on teacher-centered management solutions rather than solely on student learning outcomes. The framework offers practical strategies for EFL instructors seeking to implement more efficient, engaging, and assessable pair activities in online contexts, transforming a persistent classroom management challenge into an opportunity for enhanced pedagogical practice.