| Titre : | The Impact of COVID-19 Pandemic on Students' Learning Behavior (The Case of Master 1 Students – Dr. Moulay Tahar -University of Saida) |
| Auteurs : | SAHNOUNE Nesrine, Auteur ; P/ LLA Dr. Ahmed Hichem GHEMBAZA, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2021-2022 |
| Format : | 90p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality I
Acknowledgements II Dedication III Abstract IV Abbreviations VII List of figures VIII General introduction 1 Chapter One: The psychological and Cognitive Impacts of Covid19 Pandemic on Students’ Learning Behavior 1.1. Introduction 6 1.2. An overview about covid19 pandemic and E-learning 6 1.3. A theoretical background about the psychological characteristics of students 9 1.3.1. Definition of the psychological side as part of mental health 9 1.3.2. Students’ psychological side during the pandemic 9 1.3.2.1. Motivation to learn 10 1.3.2.2. Self -determination theory of motivation 11 1.3.3. Students’ learning motivation during the pandemic 12 1.4. Students’ anxiety 16 1.4.1. Definition of anxiety 16 1.4.2. Students’ anxiety during covid-19 pandemic 17 1.4.3. Students’ anxiety and E-learning during the pandemic 18 1.5. Students’ Depression 20 1.5.1. Definition 20 1.5.2. Students’ depression during covid-19 pandemic 21 1.6. Cognitive Learning styles: Field-independent learners versus Field- dependent learners 23 1.6.1. The influence of covid-19 pandemic on both dependent and independent learners 25 1.6.1.1. Personal characteristics of dependent students 25 1.6.1.2. The impact of covid-19 pandemic on dependent students in relation to online learning 26 1.6.1.3. Personal characteristics of independent students 27 1.6.1.4. The impact of covid-19 pandemic on independent students in relation to online learning 28 1.7. Conclusion 30 Chapter Two: Research Methodology 2.1. Introduction 32 2.2. The Description of the Research Methodology 32 2.3. Research Objectives 32 2.4. Sample of the study 33 2.5. Research Instruments 33 2.5.1. Students’ Questionnaire 33 2.5.2. Teachers’ Interview 35 2.6. Data Analysis and Interpretation 35 2.6.1. Analysis of Students’ Questionnaire 36 2.6.2. Teachers’ Interview analysis 45 VI 2.7. Discussion of the main Findings 50 2.7.1 Discussion and interpretation of the students’ questionnaire results 50 2.7.2. Discussion and interpretation of teachers’ interview 53 2.8. Conclusion 56 Chapter Three: Promoting Students’ Psychological and Cognitive Side during the Pandemic - Suggestions and Recommendations 3.1. Introduction 58 3.2. Ensuring support by teachers 58 3.3. Encouraging EFL students to participate in wellness programs 58 3.4. Fostering the use of neuro-linguistic programming among EFL students 59 3.5. Encouraging family-centred engagement 61 3.6. Encouraging students to learn about self-regulated multi-dimensional felt experiences 62 3.7. Enhancing EFL Learners’ Independent Learning through Promoting New Skills and Competencies 63 3.8. Promoting tolerance of ambiguity among EFL students 66 3.9. Other Pedagogical Recommendations 67 3.10. Conclusion 70 General Conclusion 72 References 76 Appendices |
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BUC-M 010206 Adobe Acrobat PDF |
