This study aims to identify and analyze the opinions of English language teachers who use smart boards and who teach in high schools. The study group in this research consists of 30 English language teachers who have been chosen using convenience sampling method. They have been teaching in 10 different schools in the city of Malatya during the spring term of 2018/2019 school year. Phenomenology pattern has been used in this study, and content analysis has been used to analyze the data. The results of the analysis of the teachers’ opinions showed that using smart board in courses increased students’ attention to courses, that it helped teachers deliver better instruction, that the smart boards made it easier to access information, and that they did many tasks alone which otherwise would require lots of technological devices, that it contributed to the teacher-student relationship, and to time management in classrooms. However, the participants have at the same time complained that they sometimes face technical challenges resulting from using smart boards, and that those challenges affect the mood in the classroom negatively, that it takes time to prepare smart boards for the lecture, that the smart boards turn into something boring for the students if they are used for a long time, and that those teachers who have not been used to the smart boards make students distract. The participants have put forward some suggestions about how to improve the usefulness of smart board so that it can contribute to the course process.
Smart board, English language teachers, Classroom management