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dc.contributor.author |
Acheb Soumia, Louradi Assia |
|
dc.date.accessioned |
2019-02-17T07:34:51Z |
|
dc.date.available |
2019-02-17T07:34:51Z |
|
dc.date.issued |
2018-06 |
|
dc.identifier.other |
an010/2018 |
|
dc.identifier.uri |
http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/7745 |
|
dc.description.abstract |
Teachers have a challenge to change and use modern and appropriate methods in class
in order to enhance learner’s performance in learning English as a foreign language .
This study attempts to investigate the learner and teacher’s perception towards using
the learner-centered approach in teaching English and whether is applied or not in
Algerian classes . In addition, the study looked at the teacher and the learner factors as
well as the learning environment .Also, this study focused on learning activities and
learner-centered classes assessment . Moreover, this study was conducted at Al-
Tamimi Secondary School in M’sila , with the participation of 60 second year students
and seven English teachers from the same school. A questionnaires administered to the
learners and an interview for teachers to gain insights about their attitudes towards
learner- centered approach and a checklist is used in order to observe their motivation,
their learning difficulties and their awareness about using different learning
strategies .The results show that learner-centered approach does not exist in Algerian
secondary school classes. Based on this investigation, recommendations are made
concerning effective implementation of this approach to the teaching and learning
process |
en_US |
dc.language.iso |
other |
en_US |
dc.subject |
Investigation of The Reality of Learner-Centered Approach In Algerian EFL Classes. |
en_US |
dc.title |
Investigation of The Reality of Learner-Centered Approach In Algerian EFL Classes. Expectations VS Reality The Case of EFL Second Year Students at Al-Tamimi Secondary School in M’sila. |
en_US |
dc.type |
Thesis |
en_US |
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