Teachers’ Multimodal Scaffolding to Motivate EFL Learners The Case of First Year Middle School in Tizi-Ouzou
| dc.contributor.author | Mansour Amina | |
| dc.contributor.author | Mansour Wassila | |
| dc.date.accessioned | 2024-09-11T10:19:22Z | |
| dc.date.available | 2024-09-11T10:19:22Z | |
| dc.date.issued | 2022 | |
| dc.description | 90p. ; 30cm(+CD-Rom) | |
| dc.description.abstract | This study explores the role of multimodal scaffolding techniques in motivating EFL Middle School pupils at the OUSMAIL Houcine Middle School of Tamda, Ouaguenoune (Tizi Ouzou). This research is centered around three objectives First, it aims to explore middle school teachers of English and first year MS1 pupils’ attitudes towards the use of multimodal scaffolding strategies to enhance the learners’ motivation. Second, it checks whether these teachers use Multimodal resources such as pictures, dialogues and videos and scaffolding strategies like translation and modelling. Finally, it explores whether these resources and strategies are effective to motivate first year MS pupils. This study is based on the application of Dornyei L2 motivation framework (2001), the application of Vygotsky’s theory of learning, as far as the “Zone of Proximal Development” (1997) is concerned and Kress’s theoretical considerations about multimodality (2010). It combines both the quantitative and the qualitative methods. In fact, it relies on a questionnaire that is addressed to first year middle school pupils, an interview that is conducted with their teachers of English and finally a classroom observation which is conducted at the middle school. It uses a statistical method to elicit statistical data, then adopts qualitative content analysis for the interpretation and the explanation of the qualitative results. After the discussion of the results, it was found out that both the learners and their teachers of English have positive attitudes towards the implementation of scaffolding techniques and using multimodal resources in the English classes during the teaching and learning processes. Also, the results provided evidence that multimodal aids and scaffolding strategies are often used effectively by the teachers of English in order to motivate their EFL learners. The findings revealed also that using such aids and strategies to teach English is a relevant method to enhance the pupils’ motivation, raise their confidence and self-esteem. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24314 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud Mammeri University | |
| dc.subject | EFL | |
| dc.subject | teachers | |
| dc.subject | Motivation | |
| dc.subject | Multimodal resources | |
| dc.subject | Multimodal scaffolding | |
| dc.subject | Scaffolding strategies. III | |
| dc.title | Teachers’ Multimodal Scaffolding to Motivate EFL Learners The Case of First Year Middle School in Tizi-Ouzou | |
| dc.type | Thesis |