The effect of cooperative learning on students’ motivation to improve their performance in writing” / Hamza Mezaache 

Public ISBD Titre : The effect of cooperative learning on students’ motivation to improve their performance in writing” : A case study of third year LMD students of english at the University of Constantine Type de document : texte imprimé Auteurs : Hamza Mezaache, Auteur ; Hicham Kemmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 123 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 Motivation to Improve  Performance  Writing” Index. décimale : 420 Langue anglaise Résumé : Recent studies in the area of Foreign Language Teaching and Learning have shifted their attention to new learner centered methods which emphasize the active role of the learner in the learning context. Strictly speaking, cooperative learning has been introduced to the classroom as a method that encourages students to be more active learners in their learning groups, as well as teachers to perform new roles in their teaching contexts. Since the teaching of writing was regarded as individualized process in which students did not achieve better performance in this skill, recent research has introduced the method of cooperative learning into the teaching of writing. Our current study then was an attempt to investigate the effect of cooperative learning on the motivation of third year LMD students of English to improve their performance in writing. A study then was conducted using two questionnaires assigned to both students and teachers of written expression. The results from the teachers‟ questionnaire indicated that although they have assumed that their students were really motivated to practice writing in pairs/groups, teachers do not always apply the method of cooperative learning to teach writing due to many organizational problems. On the other hand, the majority of students when answered the questionnaire have claimed that the practice of writing under the method of cooperative learning was very motivating for them, and their problems with writing were largely reduced. The end results then show that teachers agreed that cooperative writing activities were enough to enhance students‟ performance in writing, as for students who also confirmed that group writing tasks motivate them to improve their performance in writing. Thus, the obtained results would help us to a great extent to suggest some teaching recommendations for teachers and students in order to make the practice of writing under cooperative learning very effective and beneficial mainly for students. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4005 The effect of cooperative learning on students’ motivation to improve their performance in writing” : A case study of third year LMD students of english at the University of Constantine [texte imprimé] / Hamza Mezaache, Auteur ; Hicham Kemmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 123 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Motivation to Improve  Performance  Writing” Index. décimale : 420 Langue anglaise Résumé : Recent studies in the area of Foreign Language Teaching and Learning have shifted their attention to new learner centered methods which emphasize the active role of the learner in the learning context. Strictly speaking, cooperative learning has been introduced to the classroom as a method that encourages students to be more active learners in their learning groups, as well as teachers to perform new roles in their teaching contexts. Since the teaching of writing was regarded as individualized process in which students did not achieve better performance in this skill, recent research has introduced the method of cooperative learning into the teaching of writing. Our current study then was an attempt to investigate the effect of cooperative learning on the motivation of third year LMD students of English to improve their performance in writing. A study then was conducted using two questionnaires assigned to both students and teachers of written expression. The results from the teachers‟ questionnaire indicated that although they have assumed that their students were really motivated to practice writing in pairs/groups, teachers do not always apply the method of cooperative learning to teach writing due to many organizational problems. On the other hand, the majority of students when answered the questionnaire have claimed that the practice of writing under the method of cooperative learning was very motivating for them, and their problems with writing were largely reduced. The end results then show that teachers agreed that cooperative writing activities were enough to enhance students‟ performance in writing, as for students who also confirmed that group writing tasks motivate them to improve their performance in writing. Thus, the obtained results would help us to a great extent to suggest some teaching recommendations for teachers and students in order to make the practice of writing under cooperative learning very effective and beneficial mainly for students. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4005

Réservation

Réserver ce document

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG130056	MSENG130056	Document électronique	Bibliothèque principale	Mémoires	Disponible

Documents numériques

texte integre Adobe Acrobat PDF

---

1 (1 - 1 / 1)