The analysis of teachers’ practices and students’ perception of the influence of engagement on their online learning achievement in the department of economics at Mouloud MAMMERI university of Tizi-Ouzou
| dc.contributor.author | DJOUDER Hakima | |
| dc.contributor.author | OUTOUDERT Abderrahmane | |
| dc.date.accessioned | 2024-01-28T13:14:14Z | |
| dc.date.available | 2024-01-28T13:14:14Z | |
| dc.date.issued | 2023 | |
| dc.description | 72 p. : iII. ; 30 cm. (+ CD-Rom) | |
| dc.description.abstract | The present work deals with teachers’ practices to enhance students’ involvement in online English courses. Through this research, we strive to investigate the practices and strategies used by English teachers in the department of Economics at Mouloud Mammeri University of Tizi-Ouzou to increase students’ engagement during online English courses. As for the second aim, it attempts to examine the students’ perception about the influence of behavioral, cognitive, and emotional engagement on the students’ academic success and achievement during online English courses. In order to conduct our study and reach the aims mentioned before, we have adopted the mixed-methods approach which combines both the quantitative and the qualitative methods for data collection and data analysis. Two main tools are used to collect the data needed to accomplish our work; a questionnaire administered to fifty (50) first- year Economics students at MMUTO, and an interview which is conducted with three (03) English teachers in the department of Economics at MMUTO. This study is based on Kearsley Grey’s and Shneiderman Ben’s Framework for Technology- Based Teaching and Learning. The findings obtained from the questionnaire indicate that first-year students perceive that behavioral, cognitive, and emotional engagement influence positively their students’ learning and achievement during online English learning. Besides, the results of the interview indicate that English teachers in the department of Economics at MMUTO use different strategies to enhance their students’ engagement during online English classes, and they are those proposed by Kearsley and Shneiderman. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22631 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri | |
| dc.subject | Students | |
| dc.subject | Engagement | |
| dc.subject | Behavioral | |
| dc.subject | Cognitive | |
| dc.subject | Emotional Engagement | |
| dc.subject | Online Learning | |
| dc.subject | Technology | |
| dc.title | The analysis of teachers’ practices and students’ perception of the influence of engagement on their online learning achievement in the department of economics at Mouloud MAMMERI university of Tizi-Ouzou | |
| dc.type | Thesis |