عنوان :	A Tutoring Course to Enhance English Language Learning Autonomy within the LMD System : Case of First Year Students at the Department of English at Setif-2 University
نوع الوثيقة :	نص مطبوع
مؤلفين :	Madiha Senouci, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse
ناشر :	SETIF 2 UNIVERSITY
تاريخ النشر :	2018
عدد الصفحات :	373 p
الأبعاد :	21*28 cm
الماديات المرافقة :	CD
اللغة :	إنكليزي (eng)
الكلمة المفتاح :	Département de langue et littérature anglaise  Department of English Language and Literature  قسم اللغة والأدب الانجليزي  LMD, tutoring, strategy-based instruction, learning autonomy, EFL learners.
خلاصة :	Within the License- Master- Doctorate (LMD) system, learning autonomy (LA) is crucial but shaped by English as a foreign language (EFL) teacher and learners' misconceptions that it is synonymous with self-instruction, and that it requires little control from teachers. First year undergraduate EFL learners display a low level of LA. Therefore, this study attempted to investigate the role of a strategy-based instruction (SBI) tutoring course in promoting language LA level with 51 first year undergraduate EFL learners at Mohammed Lamine Debaghine- Sétif 2 University, Algeria. A quasi-experimental design was followed; participants were divided into a control group (n=26) and an experimental group (n=25). Over a period of eleven weeks, the experimental group received an SBI tutoring course adapting a model of Chamot et al. (1999). Qualitative data were gathered from an adapted questionnaire (Tassinari, 2010) as a pre-/posttest and a satisfaction scale; and quantitative data were collected using a post-reflection survey. The obtained data were analyzed with SPSS.22 and document analysis. After the interventional course, the experimental group showed significant improvements in LA in comparison to the control group in the cognitive/metacognitive, action oriented, affective and social aspects. Besides, learners showed positive attitudes towards integrating the intervention to enhance their autonomous learning. This study suggests the incorporation of SBI into EFL classrooms as a pedagogical accompaniment course towards promoting language LA within the LMD system. In addition, the study's SBI tutoring course can help teachers to design tasks and lessons that enable learners to make decisions and be independent.
في الخط :	http://dspace.univ-setif2.dz/xmlui/handle/123456789/1325

A Tutoring Course to Enhance English Language Learning Autonomy within the LMD System : Case of First Year Students at the Department of English at Setif-2 University [نص مطبوع ] / Madiha Senouci, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse . - SETIF 2 UNIVERSITY, 2018 . - 373 p ; 21*28 cm + CD.
اللغة : إنكليزي (eng)

الكلمة المفتاح :	Département de langue et littérature anglaise  Department of English Language and Literature  قسم اللغة والأدب الانجليزي  LMD, tutoring, strategy-based instruction, learning autonomy, EFL learners.
خلاصة :	Within the License- Master- Doctorate (LMD) system, learning autonomy (LA) is crucial but shaped by English as a foreign language (EFL) teacher and learners' misconceptions that it is synonymous with self-instruction, and that it requires little control from teachers. First year undergraduate EFL learners display a low level of LA. Therefore, this study attempted to investigate the role of a strategy-based instruction (SBI) tutoring course in promoting language LA level with 51 first year undergraduate EFL learners at Mohammed Lamine Debaghine- Sétif 2 University, Algeria. A quasi-experimental design was followed; participants were divided into a control group (n=26) and an experimental group (n=25). Over a period of eleven weeks, the experimental group received an SBI tutoring course adapting a model of Chamot et al. (1999). Qualitative data were gathered from an adapted questionnaire (Tassinari, 2010) as a pre-/posttest and a satisfaction scale; and quantitative data were collected using a post-reflection survey. The obtained data were analyzed with SPSS.22 and document analysis. After the interventional course, the experimental group showed significant improvements in LA in comparison to the control group in the cognitive/metacognitive, action oriented, affective and social aspects. Besides, learners showed positive attitudes towards integrating the intervention to enhance their autonomous learning. This study suggests the incorporation of SBI into EFL classrooms as a pedagogical accompaniment course towards promoting language LA within the LMD system. In addition, the study's SBI tutoring course can help teachers to design tasks and lessons that enable learners to make decisions and be independent.
في الخط :	http://dspace.univ-setif2.dz/xmlui/handle/123456789/1325