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ERIC Number: EJ1177753
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1642-1027
Effect of Glogster and Cooperative Learning Differentiated Instruction on Teachers' Perceptions
Awada, Ghada M.; Faour, Kawthar H.
Teaching English with Technology, v18 n2 p93-114 2018
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 openended 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 openended 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.
IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lebanon
Grant or Contract Numbers: N/A