- Tytuł:
- EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS
- Autorzy:
-
Awada, Ghada M.
Faour, Kawthar H. - Powiązania:
- https://bibliotekanauki.pl/articles/569399.pdf
- Data publikacji:
- 2018
- Wydawca:
- Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
- Tematy:
-
Active learning
cooperative learning
differentiated instruction
Glogster
ICT - Opis:
- 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.
- Źródło:
-
Teaching English with Technology; 2018, 18, 2; 93-114
1642-1027 - Pojawia się w:
- Teaching English with Technology
- Dostawca treści:
- Biblioteka Nauki
Artykuł