| Titre : |
The role of autonomous learning in increasing intrinsic motivation : The case of third year lmd students at the university of constantine- 01 |
| Type de document : |
texte imprimé |
| Auteurs : |
Sara Zerar, Auteur ; H. Saadi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2015 |
| Importance : |
98 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 Role Autonomous Increasing Intrinsic |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aims at investigating students‟ intrinsic motivation and how it would be promoted in order to achieve success in language learning. For that, we suggest autonomous learning, which we think will help students in learning how to learn English effectively and to increase their motivation. Consequently, we hypothesize that if students are provided with the opportunities that support autonomy in the classroom, then they would be intrinsically motivated to learn English. This study is divided into two main chapters : chapter one is a literature review that covers general area of motivation and learner autonomy, chapter two deals with a methodology design in order to answer the research questions and to test our hypothesis. Thus, the research makes use of two questionnaires: one questionnaire for third year LMD students of English at the University of Constantine 1, who are registered in Language Sciences, and another for teachers who teach English as a foreign language at the same University, during the academic year 2014 – 2015. The results of the questionnaires have revealed that most teachers do not provide students with opportunities to make decisions in the classroom. This is mainly due to teachers‟ personality, students‟ level and perhaps the fear of loosing authority. As a result, most students are not well motivated to learn English, therefore, they are not yet ready to take responsibility of their own learning and be autonomous learners. The conditions (i.e. opportunities that support autonomy) for autonomous learning being not available, our hypothesis cannot be confirmed |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6188 |
The role of autonomous learning in increasing intrinsic motivation : The case of third year lmd students at the university of constantine- 01 [texte imprimé] / Sara Zerar, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 98 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Role Autonomous Increasing Intrinsic |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aims at investigating students‟ intrinsic motivation and how it would be promoted in order to achieve success in language learning. For that, we suggest autonomous learning, which we think will help students in learning how to learn English effectively and to increase their motivation. Consequently, we hypothesize that if students are provided with the opportunities that support autonomy in the classroom, then they would be intrinsically motivated to learn English. This study is divided into two main chapters : chapter one is a literature review that covers general area of motivation and learner autonomy, chapter two deals with a methodology design in order to answer the research questions and to test our hypothesis. Thus, the research makes use of two questionnaires: one questionnaire for third year LMD students of English at the University of Constantine 1, who are registered in Language Sciences, and another for teachers who teach English as a foreign language at the same University, during the academic year 2014 – 2015. The results of the questionnaires have revealed that most teachers do not provide students with opportunities to make decisions in the classroom. This is mainly due to teachers‟ personality, students‟ level and perhaps the fear of loosing authority. As a result, most students are not well motivated to learn English, therefore, they are not yet ready to take responsibility of their own learning and be autonomous learners. The conditions (i.e. opportunities that support autonomy) for autonomous learning being not available, our hypothesis cannot be confirmed |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6188 |
|
The role of autonomous learning in increasing intrinsic motivation
