Improving students’ writing skill through project -based learning / Khawla Zenati 

Public ISBD Titre : Improving students’ writing skill through project -based learning : The case of second-year secondary school students in zighoud youcef-constantine Type de document : texte imprimé Auteurs : Khawla Zenati, Auteur ; Naima Eutamene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 75 f. Format : 30 cm. Note générale : une copie electronique pdf disponible au buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Writing Skill,Based Learning,Project Index. décimale : 420 Langue anglaise Résumé : This study deals with implementing project-based learning instruction in Secondary School classrooms and examines its effectiveness in enhancing EFL learners’ writing skill performance. Subsequently, we hypothesize that if more projects combined in the EFL classrooms, learners’ writing skill will improve. To answer the study questions, we adopted two main research tools: a test was conducted to second year foreign languages learners and a teachers’ questionnaire. The aim of the test is to evaluate learners’ written work. The questionnaire is done to reveal teachers attitudes towards the concept of PBL and its role in enhancing EFL learners’ writing skills. The results of the study revealed that the use of project-based learning was able to improve the students’ writing skills. Teachers at the two secondary schools in Zighoud Youcef found PBL an efficient instruction to enhance students’ writing skills based on sufficient evidence. Firstly, the use of PBL enhanced students’ motivation in writing as the students showed enthusiastic and active participation during the teaching learning process of writing. Secondly, project-based learning made the bond between the teacher and the students closer as the teacher monitored and supervised the students throughout the project work. Additionally, there were some significant improvements in the aspects of writing as shown in students’ paragraphs. So, the results of the current study confirm the hypothesis; holding PBL strategy in EFL classrooms provides positive effect on enhancing students’ writing skills. Finally, PBL requires a gradual shift in teaching methodology designed to suit the background of both the teachers and learners. These adjustments will enhance the effectiveness in the application and implementation of PBL in a foreign language classroom. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10428 Improving students’ writing skill through project -based learning : The case of second-year secondary school students in zighoud youcef-constantine [texte imprimé] / Khawla Zenati, Auteur ; Naima Eutamene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 75 f. ; 30 cm. une copie electronique pdf disponible au buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Writing Skill,Based Learning,Project Index. décimale : 420 Langue anglaise Résumé : This study deals with implementing project-based learning instruction in Secondary School classrooms and examines its effectiveness in enhancing EFL learners’ writing skill performance. Subsequently, we hypothesize that if more projects combined in the EFL classrooms, learners’ writing skill will improve. To answer the study questions, we adopted two main research tools: a test was conducted to second year foreign languages learners and a teachers’ questionnaire. The aim of the test is to evaluate learners’ written work. The questionnaire is done to reveal teachers attitudes towards the concept of PBL and its role in enhancing EFL learners’ writing skills. The results of the study revealed that the use of project-based learning was able to improve the students’ writing skills. Teachers at the two secondary schools in Zighoud Youcef found PBL an efficient instruction to enhance students’ writing skills based on sufficient evidence. Firstly, the use of PBL enhanced students’ motivation in writing as the students showed enthusiastic and active participation during the teaching learning process of writing. Secondly, project-based learning made the bond between the teacher and the students closer as the teacher monitored and supervised the students throughout the project work. Additionally, there were some significant improvements in the aspects of writing as shown in students’ paragraphs. So, the results of the current study confirm the hypothesis; holding PBL strategy in EFL classrooms provides positive effect on enhancing students’ writing skills. Finally, PBL requires a gradual shift in teaching methodology designed to suit the background of both the teachers and learners. These adjustments will enhance the effectiveness in the application and implementation of PBL in a foreign language classroom. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10428

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