| Titre : |
The use of learner- centered instruction to improve The use of learner- centered instruction to improve The use of learner- centered instruction to improve the students’ speaking skill : The case of third year students of literature and foreign languages at |
| Type de document : |
texte imprimé |
| Auteurs : |
Nesma Merabet, Auteur ; Djihad Saifi, Auteur ; Rym Kemmouche, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
95 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. Centered Instruction Speaking Skill |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study is concerned with how the educational system changed from the teacher-centered to the student-centered instruction, which became one of the most advocated approaches all over the world. The aim of this dissertation is to explore the use of learner-centered instruction at eight secondary schools in Mila and its effectiveness in improving students’ speaking skill. This study focuses particularly on the origin of learner-centered instruction, its principles, and its strategies that motivate students to speak. We hypothesize that if teachers of secondary schools in Mila use the student-centered instruction, students will be motivated to improve their speaking skill. In this study, we address two issues: teacher and students’ attitudes towards the use of learner-centered instruction, and the activities that can motivate students to speak. The study has mainly been conducted with a random sample of thirty (30) English teachers at eight secondary schools in Mila and eighty (80) third year foreign languages students. To collect data for this study, two questionnaires have been administered: one for students and the other for teachers. We analyzed the obtained data through descriptive analyses, which is appropriate for analyzing quantitative data. Research findings showed that teachers have actually a positive attitude toward learner-centered instruction, but they do not use it in their classrooms. As for the students, their attitudes towards this approach were negative due to their unawareness of the concept because they got used to be passive and their teacher is the only authority in the classroom, although the majority of them agree that student-centered instruction is effective in motivating students’ speaking skill. Therefore, the null hypothesis was confirmed since the teachers are not really using this approach in their classes. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4162 |
The use of learner- centered instruction to improve The use of learner- centered instruction to improve The use of learner- centered instruction to improve the students’ speaking skill : The case of third year students of literature and foreign languages at [texte imprimé] / Nesma Merabet, Auteur ; Djihad Saifi, Auteur ; Rym Kemmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences. Centered Instruction Speaking Skill |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study is concerned with how the educational system changed from the teacher-centered to the student-centered instruction, which became one of the most advocated approaches all over the world. The aim of this dissertation is to explore the use of learner-centered instruction at eight secondary schools in Mila and its effectiveness in improving students’ speaking skill. This study focuses particularly on the origin of learner-centered instruction, its principles, and its strategies that motivate students to speak. We hypothesize that if teachers of secondary schools in Mila use the student-centered instruction, students will be motivated to improve their speaking skill. In this study, we address two issues: teacher and students’ attitudes towards the use of learner-centered instruction, and the activities that can motivate students to speak. The study has mainly been conducted with a random sample of thirty (30) English teachers at eight secondary schools in Mila and eighty (80) third year foreign languages students. To collect data for this study, two questionnaires have been administered: one for students and the other for teachers. We analyzed the obtained data through descriptive analyses, which is appropriate for analyzing quantitative data. Research findings showed that teachers have actually a positive attitude toward learner-centered instruction, but they do not use it in their classrooms. As for the students, their attitudes towards this approach were negative due to their unawareness of the concept because they got used to be passive and their teacher is the only authority in the classroom, although the majority of them agree that student-centered instruction is effective in motivating students’ speaking skill. Therefore, the null hypothesis was confirmed since the teachers are not really using this approach in their classes. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4162 |
|
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