Enhancing Efl Learners’ Autonomy Through Lesson Planning: The Case Of First-year Literary Classes In Hammadi Mohamed And Hamki Idir Secondary Schools Of Tizi-ouzou.
Résumé: The overall aim of the present study is to investigate the role of teachers’ lesson plan to develop EFL learners’ autonomy at Hammadi Mohamed and Hamki Idir secondary schools of Tizi-Ouzou. The current research is centered on two objectives. First, the research aims to identify whether EFL teachers of Hammadi Mohammed and Hamki Idir take into consideration learner’s autonomy while designing their lesson plan second, it strives to verify whether or not first-year literary learners of Hammadi Mohamed and Hamki Idir are able to learn autonomously. To reach the above mentioned objectives, the present work relies on Leni Dam (2011) theory to develop learner autonomy in an institutional context, and Hunter (1982) the WIPPEA model for lesson planning as theoretical framework. For collecting data, three research instruments are involved in the present study. First, an interview is conducted with six EFL teachers. Second, a classroom observation is opted for as a second research tool. Finally, to check whether first-year literary pupils are able to learn autonomously, a questionnaire is administered to ninety (90) first-year literary pupils in all of Hammadi Mohamed and Hamki Idir secondary schools of Tizi-Ouzou. The obtained data are analyzed using the quantitative and qualitative research techniques. The quantitative data are analyzed using a computer program (SPSS). As for the qualitative data, they are analysed using the Qualitative Content Analysis (QCA). The findings of the present study reveal that; EFL teachers of Hammadi Mohamed and Hamki Idir secondary schools of Tizi-Ouzou take into consideration the notion of learner autonomy while designing their lesson plan. It also reveals that; first-year literary pupils of Hammadi Mohamed and Hamki Idir secondary schools of Tizi-Ouzou are not yet ready to take charge of their own learning.
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