Improving EFL reading comprehension skills and engagement of secondary stage students by using Gloster technology

Abstract EN

This research aimed at studying the impact of the Glogster technology on improving EFL secondary stage students' reading comprehension skills.

The participants of this research were (60) first year secondary stage students at Al- Zohoor school, Buraydah, Al Qassim, Saudi Arabia.

The research adopted the quasi-experimental design using two groups: an experimental group (n= 30) and a control one (n= 30).

To collect data, the researcher used two instruments: an EFL reading comprehension skills test and reading engagement scale.

The researcher taught both groups: the experimental group was taught through the Glogster technology, while the control group was taught through the regular method of teaching.

Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group in the EFL reading comprehension skills test in favor of the experimental group.

Moreover, the effect size of the Glogster technology was found to be high.

Thus, this research recommended using Glogster technology as a useful strategy in teaching the reading comprehension skills of the English language at different educational stages.

Key words: Reading comprehension skills, reading engagement, Glogster technology, EFL