| Titre : |
The Effect of the Proactive Classroom Management Approach on Enhancing EFL Learners’ Engagement in Speaking Activities: A Case Study of First Year Students at University “Des Frères Mentouri” Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Cheima Boukhadra, Auteur ; Khadidja Latreche, Auteur ; Mohamed Rafik Fadel, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2016 |
| Importance : |
104 f. |
| Format : |
30cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC. |
| Langues : |
Français (fre) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Over the past several decades, considerable interest has been directed toward students’
engagement in learning due to its substantial effect on their academic achievement, especially
in the field of language learning/ teaching .This study was undertaken to examine the impact
of the proactive approach on fostering EFL learners’ level of engagement in speaking
activities. It took place in the Department of Letters and English Language at University “Des
Fréres Mentouri”, Constantine during the academic year 2016/2017. To achieve the aim of
this study, we opted for three means of data collection: the interview, the observation, and the
questionnaire. Since this study is comparative, we, first, informally interviewed first year
Oral Expression teachers in order to select two groups; one taught by a proactive teacher, and
another with a non-proactive teacher. This is to compare students’ level of engagement in
both groups. Second, both groups were observed for two sessions in order to elicit
information about students’ attitudes and level of engagement in the Oral Expression course.
Teachers of both groups were also observed for the sake of knowing whether or not they are
proactive. This step helped in confirming the interview results. Third, a questionnaire was
administered to students to validate and confirm the observation outcomes. The obtained
results strongly confirm the hypothesis which says that the proactive approach helps in
enhancing EFL learners’ level of engagement in the Oral Expression course. Unsurprisingly,
learners’ level of engagement was different in both groups. The students who were taught by
the proactive teacher were more engaged than the students who were taught by the nonproactive teacher. Therefore, this study can be considered as a call for action for all teachers
in general and teachers of Oral Expression in particular to take into consideration
implementing the proactive techniques in their programs, because it has been proven to be
effective. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12289 |
The Effect of the Proactive Classroom Management Approach on Enhancing EFL Learners’ Engagement in Speaking Activities: A Case Study of First Year Students at University “Des Frères Mentouri” Constantine [texte imprimé] / Cheima Boukhadra, Auteur ; Khadidja Latreche, Auteur ; Mohamed Rafik Fadel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 104 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Français ( fre)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Over the past several decades, considerable interest has been directed toward students’
engagement in learning due to its substantial effect on their academic achievement, especially
in the field of language learning/ teaching .This study was undertaken to examine the impact
of the proactive approach on fostering EFL learners’ level of engagement in speaking
activities. It took place in the Department of Letters and English Language at University “Des
Fréres Mentouri”, Constantine during the academic year 2016/2017. To achieve the aim of
this study, we opted for three means of data collection: the interview, the observation, and the
questionnaire. Since this study is comparative, we, first, informally interviewed first year
Oral Expression teachers in order to select two groups; one taught by a proactive teacher, and
another with a non-proactive teacher. This is to compare students’ level of engagement in
both groups. Second, both groups were observed for two sessions in order to elicit
information about students’ attitudes and level of engagement in the Oral Expression course.
Teachers of both groups were also observed for the sake of knowing whether or not they are
proactive. This step helped in confirming the interview results. Third, a questionnaire was
administered to students to validate and confirm the observation outcomes. The obtained
results strongly confirm the hypothesis which says that the proactive approach helps in
enhancing EFL learners’ level of engagement in the Oral Expression course. Unsurprisingly,
learners’ level of engagement was different in both groups. The students who were taught by
the proactive teacher were more engaged than the students who were taught by the nonproactive teacher. Therefore, this study can be considered as a call for action for all teachers
in general and teachers of Oral Expression in particular to take into consideration
implementing the proactive techniques in their programs, because it has been proven to be
effective. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12289 |
|
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