Learners’ Autonomy In Literature: Is Tba The Key Solution? Effect Of Tba On Fostering Learners’ Autonomy Among Literature Classes

Résumé: Learners’ autonomy signifies their own ability to direct their learning and their capacity to build goals which adjust their needs and interests. This qualitative exploration deals with the profound effect of task-based approach into a literary class course on fostering learners’ extensive autonomy proper attitude and views, to verify the extent to which learners’ voluntarily undergo effective autonomy through TBA. The reliable data was carefully collected by a questionnaire addressed to 30 Master literature students, after that it has been qualitatively analysed; participants had positive attitudes toward the necessary integration of (TBA), therefore they felt intuitively more self-confident and autonomous learners which helps them to be efficiently risk takers and clutch them away of their shyness through the use of TBA.

Publié dans la revue: مجلة النص