The Exploration Of Self-regulated Learning In The Department Of English At Mouloud Mammeri University Of Tizi Ouzou: The Case Of First-year Students
Résumé: The present work deals with the exploration of self-regulated learning in first-year classes in the Department of English at Mouloud Mammeri University of Tizi-ouzou. It has two main purposes. First, it explores the strategies that are used by teachers of first-year classes to help the students be self-regulated learners. Second, it investigates the extent to what first-year students are self-regulated learners. To conduct this study, the work relied on Zimmerman’s theory of self-regulation involving developing four learning skills such as time planning and management skills, text comprehension skills, classroom note-taking skills, and writing skills. The work has adopted a questionnaire addressed to teachers of first-year classes, and a classroom observation. The results show that teachers of first-year classes use some strategies of self-regulation to help the students be self-regulated learners to develop the four learning skills. The results also show that first-year students need to be motivated.
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