EFFECT OF USING THE GLOGSTER TECHNOLOGICAL MODEL ON ENHANCING THE PERCEPTIONS AND SPEAKING PROFICIENCY OF COMMUNICATION SKILLS STUDENTS

Abstract

The present paper reports the results of a study that examined the relative effectiveness of the Glogstereducational tool in improving the speaking proficiency of university students enrolled in Communication Skills class in Lebanon and on increasing their levels of motivation for delivering presentations. The study is based on the assumptions that glogging provides an excellent opportunity for teachers to enhance students’ creativity while conducting and presenting their projects. Descriptive statistics were computed and a series of independent sample and paired samples t-tests and a content analysis of the qualitative data regarding the participants’ perceptions of their glogging experience were carried out. The results of the study indicated that the use of Glogster proved the credibility of the study assumptions.

Key words: ESL, Glogster, speaking and presentation proficiency, technology, communication.

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