Self-Regulated Learning in the Algerian Secondary Schools The Case of Third Year Students in Ali Mellah and ZammoumMohamed Secondary Schools of Tizi-Ouzou.
Université Mouloud Mammeri Tizi Ouzou
This dissertation is concerned with Self-Regulated Learning in Algerian secondary schools. It analyzes students’ attitudes and their involvement in this process. Thus, it examines whether third year students of Ali Mellah and Zamoum Mohamed secondary schools use selfregulated strategies to improve their learning in English. Moreover it seeks to understand whether their teachers help them to be involved in this process. The study is conducted using a mixed method research. Thus a semi-structured interview was conducted with four (4) instructors and a questionnaire was distributed to one hundred and twenty students (120) in Ali Mellah and Zamoum Mohamed secondary schools of TiziOuzou. SPSS (Statistical Package for Social Sciences) was used for statistical data analysis, while Qualitative Content Analysis helped to interpret the findings of the interview. The results of the study reveal that not all third year students of Ali Mellah and Zamoum Mohamed secondary schools of Tizi- Ouzou use self-regulated learning strategies. This negative result is due to their lack of interest and motivation toward learning English. Furthermore, the findings of the study demonstrate that teachers of English of these two secondary schools help their students to be self-regulated learners; this positive result can be due to their competence and experience in the field. our research relied on Zimmerman theory of self-regulated learning(2000).
30cm ; 68p.
Self-regulated learning, performance, outcomes, third year students, instructors.
Language and Communication