| Titre : | Learner Autonomy under the Competency-Based Approach in the Algerian Secondary School EFL Classroom: Reality, Hurdles, and Solutions Case Study of First-Year Students at Abidine Mohamed Secondary School |
| Auteurs : | Abdelli Amina, Auteur ; Dr. BOUCHEFRA Miloud, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 121p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Checklist observation, Competency-Based Approach, experimental research, interviews, learners’ autonomy, mixed methods, questionnaire |
| Résumé : | Teaching English as a foreign language in secondary school has been a research subject in recent years. Researchers have investigated the effectiveness of traditional and contemporary teaching methods and approaches in emphasizing the importance of enhancing learner autonomy as they find it crucial for developing self-directed learning skills and improving language acquisition outcomes. In recent years, there has been a noteworthy increase in the adoption of the competency-based approach (CBA). It lays a strong emphasis on acquiring precisely defined information and skills. This study aims to investigate the role of the Competency-Based Approach in enhancing students’ autonomy. It hypothesizes that there is a significant relationship between first-year students’ autonomy and achievement under the CBA approach. To achieve the aim of this study, a mixed methods approach is selected under which three research instruments are selected to collect the necessary data: a student questionnaire administered to seventy (70) first-year students at Abidine Mohamed Secondary School; a teacher interview administered to four (4) teachers of English at the same school; and a checklist observation applied in three different classes of first-year pupils in the same research setting. The data collected is analysed through a quantitative analysis using the SPSS software and a qualitative analysis through thematic/content analysis. The findings show that students and teachers know the potential challenges of implementing the Competency-Based Approach in EFL classrooms. However, they assert the effectiveness of this approach in developing learner autonomy and communicative skills. This study recommends executing experimental research to measure students' autonomy level before and after implementing the Competency-based Approach to highlight its effectiveness in foreign language teaching and learning. |
| Note de contenu : |
Table of Contents
Declaration of Originality I Dedication II Acknowledgements II Abstract IV Table of Contents V List of Tables VII List of Figures X List of Abbreviations List of Appendices XII XIII General Introduction 01 Chapter One: Integrating ICT in Teaching and Learning 1.1 Introduction 07 1.2. Competency-Based Language Teaching Approach in Foreign Language Education 08 1.2.1 Definition 08 1.2.2 Objectives 10 1.2.3 Principles of CBLT 11 1.2.4 Characteristics of CBLA 13 1.2.5 Assessment under CBA 14 1.2.6 The Implementation of the CBA in EFL Classrooms: Potential Challenges 16 1.3 Learner Autonomy 17 1.3.1 Definition of Language Learning 17 1.3.2 Oxford’s Language Learning Strategies 18 1.3.3 The Nature of Learner Autonomy 20 1.3.4 Forms of Autonomous Learning 22 VI 1.3.5 Characteristics of Autonomous Learning 23 1.3.6 Dimensions of Autonomous Learning 24 1.3.7 The Significance of Autonomous Learning 27 1.3.8 Learner Autonomy and Communicative Competency 28 1.4 Conclusion 30 Chapter Two: The Use of ICT in Improving Creativity in ELT 2.1 Introduction 32 2.2 Research Methodology 32 2.3.1 Design 32 2.3.2 Research Variables 33 2.3.3 Research Setting 34 2.3 Participants and Sample Selection 35 2.4 Data Collection Instruments 36 2.5 Data Analysis Plan 38 2.6 Ethical Considerations 39 2.7 Conclusion 39 Chapter Three: Data Analysis and Interpretation 3.1 Introduction 41 3.2 Data Analysis and Interpretation 41 3.2.1 The Student Questionnaire 41 3.2.2 Teachers' Interview 85 3.2.3 Checklist Observation 90 3.3 Discussion of the Findings 95 3.4 Conclusion 100 General Conclusion 101 References 107 Appendixes 111 |
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Learner Autonomy under the Competency-Based Approach in the Algerian Secondary School EFL Classroom: Reality, Hurdles, and Solutions Case Study of First-Year Students at Abidine Mohamed Secondary School Adobe Acrobat PDF |
