The use of cooperative learning as a motivtional factor to enhance students’ level in writing english as a foreign languge / Ibtissame Azeri 

Public ISBD Titre : The use of cooperative learning as a motivtional factor to enhance students’ level in writing english as a foreign languge : A case study of third year englih lmd students at univerity of constsntine 1 Type de document : texte imprimé Auteurs : Ibtissame Azeri, Auteur ; Larbi El-kolli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 82 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Cooperative Learning  Motivtional Factor  Writing English Index. décimale : 420 Langue anglaise Résumé : Writing is considered as difficult task for most foreign language learners and it needs a lot of practice and effective strategies to attain good pieces of writing. The present study aims at exploring how teachers of written expression module at the department of foreign languages teach writing to third-year students, and whether they include cooperative learning strategy in teaching this module. Furthermore, it aims at exploring whether students’ level in writing would be improved through incorporating cooperative learning strategy in teaching them written expression. To investigate the validity of the hypothesis stated in the beginning of this research, two questionnaires were administrated to both teachers and students from the department of foreign languages during the academic year 2012-2013. The teachers’ questionnaire is given to ten teachers of written expression, to know their awareness and attitudes towards the use of cooperative learning as a motivational factor. The students’ questionnaire is administered to a sample of fifty third-year students option: language sciences to know their attitudes and views about the use of cooperative learning in the writing classroom. The results obtained from this study confirm the set hypothesis that cooperative learning strategy helps students to perform better in writing and answer the research questions that cooperative learning enhances students’ level in writing and that teachers of written expression are aware of the use of cooperative learning Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5630 The use of cooperative learning as a motivtional factor to enhance students’ level in writing english as a foreign languge : A case study of third year englih lmd students at univerity of constsntine 1 [texte imprimé] / Ibtissame Azeri, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 82 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Cooperative Learning  Motivtional Factor  Writing English Index. décimale : 420 Langue anglaise Résumé : Writing is considered as difficult task for most foreign language learners and it needs a lot of practice and effective strategies to attain good pieces of writing. The present study aims at exploring how teachers of written expression module at the department of foreign languages teach writing to third-year students, and whether they include cooperative learning strategy in teaching this module. Furthermore, it aims at exploring whether students’ level in writing would be improved through incorporating cooperative learning strategy in teaching them written expression. To investigate the validity of the hypothesis stated in the beginning of this research, two questionnaires were administrated to both teachers and students from the department of foreign languages during the academic year 2012-2013. The teachers’ questionnaire is given to ten teachers of written expression, to know their awareness and attitudes towards the use of cooperative learning as a motivational factor. The students’ questionnaire is administered to a sample of fifty third-year students option: language sciences to know their attitudes and views about the use of cooperative learning in the writing classroom. The results obtained from this study confirm the set hypothesis that cooperative learning strategy helps students to perform better in writing and answer the research questions that cooperative learning enhances students’ level in writing and that teachers of written expression are aware of the use of cooperative learning Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5630

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