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A Reflection upon the Factors Mediating Autonomous Learning: An Analysis of First Year Secondary School ELT Textbook / Abderrahmane BASSOU
Titre : A Reflection upon the Factors Mediating Autonomous Learning: An Analysis of First Year Secondary School ELT Textbook Type de document : texte imprimé Auteurs : Abderrahmane BASSOU, Auteur Editeur : Tlemcen : University Aboubakr Belkaid Année de publication : 2019 Importance : 364 p. Format : 21*27 cm. Langues : Anglais (eng) Mots-clés : Learner autonomy- Cognitive, meta-cognitive-social and affective factors-textbook analysis Résumé : This work is about the analysis of first year secondary school ELT text-book At the
Crossroads.Through this analysis the researcher tried to find out whether or not the factors
mediating learner autonomy are represented in the textbook. A checklist in the form of a
referential was used for this study in addition to two questionnaires, one for the teachers and
another one to the learners. The study came out with the result that part of the cognitive, metacognitive and social factors mediating learner autonomy were represented in the textbook, and
that the affective factor was not. In spite of this, teachers’ and learners’ teaching/learning
practices, in addition to their beliefs and attitudes towards learner centeredness, made it
impossible to invest properly in those existing factors and thus hindered the development of
learner autonomy. The study was closed up by some suggestions and recommendationsA Reflection upon the Factors Mediating Autonomous Learning: An Analysis of First Year Secondary School ELT Textbook [texte imprimé] / Abderrahmane BASSOU, Auteur . - Tlemcen : University Aboubakr Belkaid, 2019 . - 364 p. ; 21*27 cm.
Langues : Anglais (eng)
Mots-clés : Learner autonomy- Cognitive, meta-cognitive-social and affective factors-textbook analysis Résumé : This work is about the analysis of first year secondary school ELT text-book At the
Crossroads.Through this analysis the researcher tried to find out whether or not the factors
mediating learner autonomy are represented in the textbook. A checklist in the form of a
referential was used for this study in addition to two questionnaires, one for the teachers and
another one to the learners. The study came out with the result that part of the cognitive, metacognitive and social factors mediating learner autonomy were represented in the textbook, and
that the affective factor was not. In spite of this, teachers’ and learners’ teaching/learning
practices, in addition to their beliefs and attitudes towards learner centeredness, made it
impossible to invest properly in those existing factors and thus hindered the development of
learner autonomy. The study was closed up by some suggestions and recommendationsExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité 270 BAS Thése Salle des théses Doctorat Anglais Exclu du prêt