EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS

• Authors: Awada Ghada M. , Faour Kawthar H.
• Languages of publication: EN

Abstracts

EN

The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.

Keywords

EN

Active learning; cooperative learning; differentiated instruction; Glogster; ICT

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2018
• Volume: 18
• Issue: 2
• Pages: 93-114

Contributors

author

Awada Ghada M.

• American University of Beirut

author

Faour Kawthar H.

• American University of Beirut

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