Fostering The Skill Of Communication For Introverts In A Hybrid Learning Context

Résumé: This investigation represents a study of the pedagogical use of a hybrid learning context to maximize introverts’ chances in classroom participation. Today, language instructors have an intensive challenge in foreseeing and adapting to a vast range of threats in their classroom communication. The phenomenon of introversion portrays the fact of the non-communicativeness of learners which itself contributes to paralyzing the normal process of communication. Thus, the core of our study is to investigate the equal abilities of extroverts and introverts in the classroom via forming heterogeneous groups. With the use of multiple data sources including classroom observation, surveys, interviews, and experiment research reports that the pre-course phase preparation in a semi-blended context could improve the introverts’ communicative outcome in the classroom during the process of learning; this is while opting for consideration to be given to the appropriate equal opportunity and service to all students in a mixed-ability and mixed-style classroom capitalizing the pre-session knowledge construction

Publié dans la revue: دفاتر في اللسانيات والتعليمية