Effect of Glogster and cooperative learning differentiated instruction on teachers' perceptions
[Abstract] | |
النوع | مقال |
ردمد | 16421027 |
مصدر المعلومات | ERIC |
المؤلف | Awada, Ghada. American University of Beirut |
المؤلف الاضافي | Faour, Kawthar. American University of Beirut. |
الصفحات | pp. 93-114 |
ملاحظة عامة |
Peer reviewed
|
المصدر | Teaching English with Technology. Vol. 18, no. 2, 2018 |
الناشر |
Lublin: IATEFL Poland Computer Special Interest Group، 2018
|
عنوان الناشر |
University of Nicosia, Maria Curie-Sklodowska University, Ul. J. Sowinskiego 17, 20-041. Lublin. Poland. IATEFL Poland Computer Special Interest Group. . http://tewtjournal.org.
|
ERIC رقم الوثيقة في | EJ1177753 |
المصدر الالكتروني | Full text (PDF) |
الواصفات | Cooperative learning - English - Second language instruction - Control groups - Experimental groups - Language teachers - Science teachers - Comparative analysis - Teacher attitudes - Questionnaires - Science instruction - Individualized instruction - Educational technology - Qualitative research - Case studies - Public schools - Workshops - Lebanon |
لغة الوثيقة | الانكليزية |
البلد | بولندا |
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.(As Provided)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) : | |
Awada, Ghada. (2018). Effect of Glogster and cooperative learning differentiated instruction on teachers' perceptions . Teaching English with Technology. Vol. 18, no. 2, 2018. pp. 93-114 تم استرجاعه من search.shamaa.org . |