Self-Regulated Learning in the Algerian Secondary Schools The Case of Third Year Students in Ali Mellah and ZammoumMohamed Secondary Schools of Tizi-Ouzou.
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Date
2018
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
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).
Description
30cm ; 68p.
Keywords
Self-regulated learning, performance, outcomes, third year students, instructors.
Citation
Language and Communication