Investigating the EFL Teachers’ Attitudes towards the Use of the TPRS Method to enhance the students’ Reading Skills. The Case of the First-Year Students at Oudni Aomar and Ali Mellah Secondary School.
| dc.contributor.author | Yahiaoui, Taous | |
| dc.contributor.author | Younes, Saloua | |
| dc.date.accessioned | 2023-03-27T09:54:55Z | |
| dc.date.available | 2023-03-27T09:54:55Z | |
| dc.date.issued | 2022 | |
| dc.description | 55p. : Ill. en coul. ; 30cm.(+CD-Rom) | en |
| dc.description.abstract | The present research investigates “The EFL Teachers’ Attitudes towards the Use of the TPRS Method to Enhance the Students’ Reading Skills”. It is concerned with the First-Year students and teachers in the Secondary School. The work aims to determine to what extent the TPRS method is necessary for the teaching process. It also seeks to explore whether the EFL teachers have positive or negative attitudes towards the use of the TPRS method in the development of reading skills. Furthermore, the research searches to explain the effects of the TPRS method in developing learner’ reading skills. The experimental method has been adopted, to collect the quantitative data. Moreover, a questionnaire is conducted with fourteen (14) Secondary School teachers and an experimental research with twenty - three (23) First-Year students. Teaching proficiency through reading and storytelling is quite essential to improve the EFL learners’ reading ability. It can be done successfully by means of the basic concept of the TPRS method known as the ‘comprehensible input’. Concerning data analysis, Qualitative Content Analysis (QCA) is used to interpret the findings researched from classroom observation. However, because of the limited time teachers have to prepare their students for their exams, it is not possible to use it to collect more data. Furthermore, google form has been used to automatically analyze the data collected from the teacher’s questionnaire. Besides, the results obtain from the pre- and post-test are interpreted in terms of numerical data manually coded in a Microsoft Excel document in the form of percentages, then presented in form of diagrams. The percentages are calculated by means of the Rule of Three. The results of the questionnaire reveal that almost all the teachers have positive opinions about the TPRS strategy as it is considered to be a useful method to help the learners improve their skills, especially the reading one, and generally to give the opportunity to express their own thoughts in a creative way. On the other hand, some of them have conflicting views regarding the concept of this strategy since it focuses only on fluency and neglects accuracy. Moreover, it does not give much attention to the grammar rules; rather it tends to teach grammar superficially. Moreover, the results obtained from the experimental research demonstrates that the TPRS technique has a positive impact on students’ reading skills by developing the vocabulary performance, as the students in the experimental group outperformed the ones in the control group in the post-test. The technique of teaching through stories was also found to be useful in creating positive attitudes toward learning English. | en |
| dc.identifier.citation | Didactics of Foreign Languages | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/20912 | |
| dc.language.iso | en | en |
| dc.publisher | Mouloud Mammeri University OF Tizi-Ouzou | en |
| dc.subject | Comprehensible input | en |
| dc.subject | Reading | en |
| dc.subject | Reading Comprehension | en |
| dc.subject | Teachers’ attitudes | en |
| dc.subject | TPRS Method | en |
| dc.subject | Vocabulary Learning | en |
| dc.title | Investigating the EFL Teachers’ Attitudes towards the Use of the TPRS Method to enhance the students’ Reading Skills. The Case of the First-Year Students at Oudni Aomar and Ali Mellah Secondary School. | en |
| dc.type | Thesis | en |