Developing Learners’ Autonomy in the Algerian Secondary School through the Project-Based Approach to Language Learning: The Case of Second Year English Language Learners in Secondary schools of MAATKAS
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Date
2016
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Abstract
This study seeks to investigate the development of learner’s autonomy in the Algerian
secondary school through the project-based approach to language learning .To reach this end,
second year English language learners in secondary schools of Maatkas have been taken as a
case study. . It aims at checking whether autonomy in language learning is developed through
project work in Algerian English language classes. The research relies on Benson’s and
Voller’s theory (1997) on learner autonomy and the one of project work presented by Legutke
and Thomas (1991). The investigation is based on the mixed method research .It combines a
questionnaire administered to second year English language learners and English language
teachers of secondary schools of Maatkas as well as a classroom observation. The study
combines between qualitative and quantitative method for the interpretation of the data. It
uses statistical package for social sciences (SPSS) for the analysis of statistical data whereas
qualitative content analysis is used for the interpretation of qualitative data. The results have
revealed that second year English language learners of secondary schools of Maatkas do
project work. Also, the results show that EFL learners are autonomous when preparing their
project to some extent only.
Description
68p.;30cm.(+cd)
Keywords
Learner’s autonomy, Project Work, English language learners
Citation
Langage et Communication