Titre : |
Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra |
Type de document : |
texte imprimé |
Auteurs : |
OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2021 |
Importance : |
323 p. |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Anglais (eng) |
Résumé : |
It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. |
Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra [texte imprimé] / OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur . - Université tlemcen, 2021 . - 323 p. : ill. ; 30 cm + cd. Langues : Anglais ( eng)
Résumé : |
It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. |
|