| عنوان : |
Towards English as Foreign Language Learner Autonomy:Group Work Autentic Tasks and pee Assessement |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Fatima Douadi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse |
| ناشر : |
سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين |
| تاريخ النشر : |
2020 |
| عدد الصفحات : |
334p |
| Ill. : |
غلاف كارتوني |
| الأبعاد : |
30*21سم |
| الماديات المرافقة : |
قرص مظغوط |
| اللغة : |
Anglais moyen (ca.1100-1500) (enm) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي EFL learner autonomy- oral authentic tasks- peer assessment- speaking strategy instruction |
| خلاصة : |
This classroom-oriented research investigated the extent to which speaking strategy instruction, oral authentic group work tasks, and peer assessment could lead in promoting autonomy of second year students of English at B.B.A University. Despite the fact that learner autonomy is gaining momentum as an educational phenomenon and many research has sought to find the effect that each of the above variables could have on learner autonomy, no research has tried to test the influence of the three practices (speaking strategy instruction, oral authentic group work tasks, and peer assessment) together in fostering EFL learner autonomy. Data were collected through two phases of the study, utilizing both quantitative methods (quasi-experimental and questionnaires) and qualitative method (semi-structured interviews). The results showed that lack of understanding of the concept, lack of time, and little belief that students were capable of becoming autonomous in their learning were the main barriers that hindered teachers from incorporating learner autonomy in their teaching. Learners' responses reflected their awareness of their responsibility to enhance language proficiency. The findings of this study will provide teachers and policy makers new prospects to promote EFL learner autonomy in higher educational contexts. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/1519 |
Towards English as Foreign Language Learner Autonomy:Group Work Autentic Tasks and pee Assessement [نص مطبوع ] / Fatima Douadi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2020 . - 334p : غلاف كارتوني ; 30*21سم + قرص مظغوط. اللغة : Anglais moyen (ca.1100-1500) ( enm)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي EFL learner autonomy- oral authentic tasks- peer assessment- speaking strategy instruction |
| خلاصة : |
This classroom-oriented research investigated the extent to which speaking strategy instruction, oral authentic group work tasks, and peer assessment could lead in promoting autonomy of second year students of English at B.B.A University. Despite the fact that learner autonomy is gaining momentum as an educational phenomenon and many research has sought to find the effect that each of the above variables could have on learner autonomy, no research has tried to test the influence of the three practices (speaking strategy instruction, oral authentic group work tasks, and peer assessment) together in fostering EFL learner autonomy. Data were collected through two phases of the study, utilizing both quantitative methods (quasi-experimental and questionnaires) and qualitative method (semi-structured interviews). The results showed that lack of understanding of the concept, lack of time, and little belief that students were capable of becoming autonomous in their learning were the main barriers that hindered teachers from incorporating learner autonomy in their teaching. Learners' responses reflected their awareness of their responsibility to enhance language proficiency. The findings of this study will provide teachers and policy makers new prospects to promote EFL learner autonomy in higher educational contexts. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/1519 |
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