Effects of Using Glogster on Learning Vocabulary among Iraqi EFL Learners

Shaimaa Faiq Abood

doi:10.21271/zjhs.24.5.15

المؤلفون

Shaimaa Faiq Abood College of Management & Economics-Department of Management/ Salahaddin University- Erbil

DOI:

https://doi.org/10.21271/zjhs.24.5.15

الكلمات المفتاحية:

EFL learner, Glogster, Technology, Vocabulary. Traditional.

الملخص

The current research paper examined the impacts of Glogster on learning vocabulary among Iraqi intermediate EFL learners. To do so, a sample of 90 students from CIS College was selected and homogenized through "Interchange passages placement and evaluation package". The students compared divided into two groups: The experimental group (Glogster group) and the control group (traditional group). A teacher-made test, a 30-item vocabulary test, was used as the pre-test and post-test respectively. At the end of treatment, a survey which was based on outstanding and Likert-Kind of questions which usually termed as open-ended questions, which they have been applied to extent some data about using technology in class. Analyzing data through an Independent sample T-test, it revealed remarkable progress of the experimental group, compared to the control group, that did not use it. Glogster had played a positive part in helping Iraqi EFL learners improve their vocabulary knowledge; also, there was a statistically significant difference in post-test scores for the experimental group and control group. The EG learners could significantly outperform their CG counterparts. The results have some implications for teachers to teach vocabularies through technology to raise students' level of motivation and interest.

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