Teachers’ Rapport with EFL Learners and its Impact on their Motivation: The Case of Fourth-Year Pupils of Affajene and Challal Middle Schools in Boudjima, Tizi-Ouzou, Algeria
| dc.contributor.author | OUNOUZ Thanina | |
| dc.contributor.author | SAFRI Yasmine | |
| dc.date.accessioned | 2024-02-04T09:22:13Z | |
| dc.date.available | 2024-02-04T09:22:13Z | |
| dc.date.issued | 2023 | |
| dc.description | 68 p. : iII. ; 30 cm. (+ CD-Rom) | |
| dc.description.abstract | The present study aims to assess the value of establishing a good teacher-learner rapport as a way to enhance pupils’ motivation, in the EFL classroom at the Middle School level. The foundation of our research rests upon the theoretical framework of Brookfield, S. (2015) recommendations for creating classroom rapport and the Commandments for Motivating Learners suggested by Dörnyei, Z. & Csizèr, K. (1998). To the data collection tools, we administered twenty-three (23) questionnaires for the EFL teachers of Fourth-Year in randomly chosen middle schools in the region of Tizi-Ouzou. Additionally, twelve (12) classroom observation sessions were performed in both Middle Schools: AFFAJENE and CHALLAL of BOUDJIMA in TIZI-OUZOU. For the data analysis, a mixed-method approach combining the quantitative and the qualitative data tools is used. The quantitative data of the questionnaire were analyzed in terms of statistical analysis, then, the Qualitative Content Analysis (QCA) is applied for the analysis of classroom observation sessions and the questionnaire’s open-ended items. The key findings of the questionnaire indicate that a percentage of eighty-eight (88%) of the teachers have a positive connection with their learners, twelve (12%) claim that their relationship with their pupils is limited and all of the participants motivate their learners. The main results of the classroom observation reviews demonstrate that the two teachers of the Middle Schools under study tend to work on maintaining a friendly relationship with their pupils and encourage them to learn English. Overall, the teachers implement the appropriate strategies such as, using humor to reinforce their connection with their pupils, and they are inclined to motivate them. | |
| dc.identifier.citation | Didactics of foreign language | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22736 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri | |
| dc.subject | Commandments | |
| dc.subject | Motivation | |
| dc.subject | Recommendations | |
| dc.subject | Teacher-learner rapport | |
| dc.title | Teachers’ Rapport with EFL Learners and its Impact on their Motivation: The Case of Fourth-Year Pupils of Affajene and Challal Middle Schools in Boudjima, Tizi-Ouzou, Algeria | |
| dc.type | Thesis |