عنوان :	The Effect of Experiential Education on EFL Students' Learning Development : The Case of First-Year LMD Students in the Department of English Language and Literature at Setif 2 University
نوع الوثيقة :	وثيقة الكترونية
مؤلفين :	Bouguerne,Aicha, مؤلف ; Said KESKES, Directeur de thèse
ناشر :	Universite Mohamed Lamine Debaghine Setif2
تاريخ النشر :	2024
عدد الصفحات :	288 p
الماديات المرافقة :	CD
اللغة :	إنكليزي (eng)
الكلمة المفتاح :	Département de langue et littérature anglaise  Department of English Language and Literature  قسم اللغة والأدب الانجليزي  Experiential Education, Dynamic Matching Model of Teaching around the Learning Cycle, learning development, learning cycle, learning flexibility, learning styles, Kolb Learning Style Inventory (KLSI 4.0).
تكشيف :	420 اللغة الإنجليزية
خلاصة :	The current research aims to investigate the effects of Experiential Education through the Dynamic Matching Model of teaching around the learning cycle on first-year EFL (English as a Foreign Language) students' learning development as assessed by the Kolb Learning Style Inventory 4.0 (KLSI 4.0). For that reason, it started with exploring teachers' and first-year students' perceptions about learning styles and learning development at the Department of English Language and Literature at Mohamed Lamine Debaghine Setif 2 University. The data revealed the students' difficulties with adapting their learning to the demands of their courses and showed a perceived focus on the delivery of EFL content rather than the development of students' learning. The research proceeds then with a quasi-experimental stage that involved a conveniently selected sample of 38 first-year EFL students to test the effectiveness of Experiential Education in developing first-year EFL students' learning. Both the control group (CG) (n=18) and the experimental group (EG) (n=20) took the KLSI 4.0 in the pre-test and post-test phases and a twelve-session treatment using the Dynamic Matching Model of was applied to the EG. The t-test results revealed a significant development in the EG's learning modes' use and flexibility level. Their learning styles were also adapted to better match the EFL demands with a wider range of backup styles. Moreover, a post-treatment questionnaire and a focus group discussion were used to explore the EG's reflections affirming the positive effects of this method on students' learning development and performance in the different EFL courses. As a result, this study suggests the implementation of Experiential Education through the Dynamic Matching Model in the EFL classroom to help learners develop their learning abilities, styles, and flexibility to better match their different courses' demands. In addition, decision makers in the Algerian higher education are invited to create Experiential Learning Centers to provide both students and teachers with training opportunities to develop their Experiential Education knowledge and practices.

The Effect of Experiential Education on EFL Students' Learning Development : The Case of First-Year LMD Students in the Department of English Language and Literature at Setif 2 University [وثيقة الكترونية] / Bouguerne,Aicha, مؤلف ; Said KESKES, Directeur de thèse . - Universite Mohamed Lamine Debaghine Setif2, 2024 . - 288 p + CD.
اللغة : إنكليزي (eng)

الكلمة المفتاح :	Département de langue et littérature anglaise  Department of English Language and Literature  قسم اللغة والأدب الانجليزي  Experiential Education, Dynamic Matching Model of Teaching around the Learning Cycle, learning development, learning cycle, learning flexibility, learning styles, Kolb Learning Style Inventory (KLSI 4.0).
تكشيف :	420 اللغة الإنجليزية
خلاصة :	The current research aims to investigate the effects of Experiential Education through the Dynamic Matching Model of teaching around the learning cycle on first-year EFL (English as a Foreign Language) students' learning development as assessed by the Kolb Learning Style Inventory 4.0 (KLSI 4.0). For that reason, it started with exploring teachers' and first-year students' perceptions about learning styles and learning development at the Department of English Language and Literature at Mohamed Lamine Debaghine Setif 2 University. The data revealed the students' difficulties with adapting their learning to the demands of their courses and showed a perceived focus on the delivery of EFL content rather than the development of students' learning. The research proceeds then with a quasi-experimental stage that involved a conveniently selected sample of 38 first-year EFL students to test the effectiveness of Experiential Education in developing first-year EFL students' learning. Both the control group (CG) (n=18) and the experimental group (EG) (n=20) took the KLSI 4.0 in the pre-test and post-test phases and a twelve-session treatment using the Dynamic Matching Model of was applied to the EG. The t-test results revealed a significant development in the EG's learning modes' use and flexibility level. Their learning styles were also adapted to better match the EFL demands with a wider range of backup styles. Moreover, a post-treatment questionnaire and a focus group discussion were used to explore the EG's reflections affirming the positive effects of this method on students' learning development and performance in the different EFL courses. As a result, this study suggests the implementation of Experiential Education through the Dynamic Matching Model in the EFL classroom to help learners develop their learning abilities, styles, and flexibility to better match their different courses' demands. In addition, decision makers in the Algerian higher education are invited to create Experiential Learning Centers to provide both students and teachers with training opportunities to develop their Experiential Education knowledge and practices.