Language learning strategies in the Algerian middle school : case of fourth year puplis

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dc.contributor.authorBenkheddoudja, Abdelaziz
dc.date.accessioned2022-11-13T09:07:54Z
dc.date.available2022-11-13T09:07:54Z
dc.date.issued2022
dc.description340f. : ill. ; 30cm. + CD Romen
dc.description.abstractThe present study investigated the impact of Explicit Strategy Training on the achievement, strategy use, learning awareness and autonomyof the Algerian fourth Year Middle School pupils as well as on the professional growth and development of the Algerian Middle School Teachers of English. The researcher adopted an experimental designthat provided (06) six months’ strategy training for one hundred (100) pupils and (02) two months training in strategy instruction for teachers. The study used both qualitative and quantitative methods in which two questionnaires were designed for teachers in addition to a questionnaire (The SILL), two exams and an interview for pupils. The Middle School pedagogical documents mainly the curriculum, the textbooks, and the teacher’s guides were also used as instruments for data collection.The study findings revealed that there is a statistically significant, and strong positive relationship between strategy training and pupils’ academic improvement, strategy awareness raising and strategy use; additionally, the results demonstrated that due to strategy training the teachers developed a range of teaching strategies, skills, expertise, and more self-confidence in how to deliver appropriate strategy training to their pupils.en
dc.identifier.citationDidacticsen
dc.identifier.urihttps://dspace.ummto.dz/handle/ummto/18389
dc.language.isoenen
dc.publisherUniversite Mouloud MAMMERI Tizi-Ouzouen
dc.subjectLanguage Learning Strategiesen
dc.subjectMetacognitive Strategies Trainingen
dc.subjectMiddle School : Algeriaen
dc.subjectProfessional : Developmenten
dc.titleLanguage learning strategies in the Algerian middle school : case of fourth year puplisen
dc.typeThesisen

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