Please use this identifier to cite or link to this item: http://univ-bejaia.dz/dspace/123456789/10626
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dc.contributor.authorBensalem, Dalila-
dc.contributor.authorGhout-Khenoune, Linda (Directrice de thèse)-
dc.date.accessioned2018-06-26T10:34:39Z-
dc.date.available2018-06-26T10:34:39Z-
dc.date.issued2018-
dc.identifier.urihttp://univ-bejaia.dz/dspace/123456789/10626-
dc.descriptionOption : Linguisticsen_US
dc.description.abstractIn the Algerian secondary education, learner autonomy is expected to be attained through the implementation of the competency-based approach. The present case study investigated learner autonomy at Fatma N'soumer Secondary School at Bejaia, Algeria. EFL pupils' perceptions of their own and their teachers' responsibility, their ability, willingness and motivation to learn English were examined. It also explored teachers' perceptions of learner autonomy and their practices for its promotion. To reach this aim, a questionnaire was administered to one hundred seventy three third year pupils. The quantitative method was supplemented by four EFL teachers' interviews. The analysis of the data revealed the pupils' inability and unwillingness to assume responsibility for their learning.en_US
dc.language.isoenen_US
dc.publisherUniversité de Bejaiaen_US
dc.subjectEFL learners’ perceptions : Competency-based approach : Secondary educationen_US
dc.subjectEFL teachers’ perceptions : Responsibility in learningen_US
dc.titleInvestigating EFL Learner autonomy in algerian secondary education : the case of third year pupils at Fatma N’soumer secondary school. Amizour, Bejaiaen_US
dc.typeThesisen_US
Appears in Collections:Mémoires de Master



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