An Analysis of Teachers ‘Views about the Implementation of Inquiry Based Learning in FEL Classes The Case of the Department of English at MMUTO
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi –Ouzou
Abstract
The current study aims at investigating the teachers views towards the implementation of inquiry based learning in the English department at MMUTO to promote students’ skills. Our research is based on the constructivist learning theory developed by Lev Vygotsky, which is a support for this new approach where learners construct their own understandings and knowledge through experiencing the real world, asking questions, and reflecting on real life experiences. In this study, the mixed methods approach is adopted. Both quantitative and qualitative methods are used for the collection and the analysis of the data. In order to obtain the needed information, a questionnaire which is used as a research tool was delivered to the teachers of the English department and in order to interpret the data, quantitative and qualitative content analysis were used to analyse their different views and attitudes towards the Implementation of IBL approach. According to the findings of this study, the majority of teachers of the department of English support the use of IBL strategies to enhance learning and to improve life skills such as critical thinking, creative thinking and problem solving.It is also noticed from the results that teachers confirm the use and the importance of the steps of the inquiry model suggested by the constructivist learning theory in TEFL.
Description
59p. : Ill. en coul. ; 30cm.(+CD-Rom)
Keywords
Constructivist learning theory, creative thinking, critical thinking, Inquiry-based learning, problem solving, student-centered learning.
Citation
Didactics of Foreign Languages