Titre : |
Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen |
Type de document : |
texte imprimé |
Auteurs : |
Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2016 |
Importance : |
205 p. |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Anglais (eng) |
Résumé : |
In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
V |
Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen [texte imprimé] / Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur . - Université tlemcen, 2016 . - 205 p. : ill. ; 30 cm + cd. Langues : Anglais ( eng)
Résumé : |
In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
V |
|